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Teacher Edition How can we slow the spread of the COVID-19 virus to protect our communities? COVID-19 & Health Equity Unit, High School* *This is a field test version of the unit and will be revised after the end of the field test and released in March 2021. How can we slow the spread of the COVID-19 virus to protect our communities?* OpenSciEd High School COVID-19 Unit Copyright © 2020 OpenSciEd The development of this material was generously supported by a funder who wishes to remain anonymous. The OpenSciEd name and logo are not subject to the Creative Commons license and may not be used without the prior and express written consent of OpenSciEd. This curriculum includes images that are public domain, openly licensed, or used by explicit agreement with their owners. See the attribution information with each image for ownership details and any restrictions on its use. Unless otherwise noted in the image attribution information, all images are licensed for distribution under the terms of the Creative Commons Attribution License (CC BY 4.0) by OpenSciEd or by their respective owners, or they are in the public domain. *This is a field test version of this unit, which means that it has not yet been reviewed or tested sufficiently to determine that it meets the standards of BSCS Science Learning and OpenSciEd for high quality instructional materials. The developers will be conducting a field test and obtaining reviews in the fall of 2020 and revising the materials for official release in March 2021. Because of the importance and time-sensitive nature of the unit’s subject, the developers have decided to make this version of the unit available to educators while we are reviewing, field testing, and revising it. In the software industry, this would be called a “public beta test.” Given the unit’s status, the developers encourage educators to review the materials carefully and make an informed judgment about the appropriateness of the unit for use in their context. The developers seek feedback about this unit from both educators who choose to use this version and those who choose not to. All feedback received at http://bit.ly/COVID-Unit-Feedback​ before December 31, 2020, will be consulted in the process of revising the unit. ​This work is licensed under a Creative Commons Attribution 4.0 International License. Unit Development Team OpenSciEd​ ​ Katie Van Horne, Unit Lead, Concolor Research James Ryan, Executive Director Lindsey Mohan, Unit Storyline and Reviewer, BSCS Science Learning Sarah Delaney, Curriculum Director Dawn Novak, Writer and Reviewer, BSCS Science Learning Matt Krehbiel, Professional Learning Director Michael Novak, Writer, Northwestern University Ally Orwig, Writer, Denver Public Schools Tyler Scaletta, Writer, Chicago Public Schools Arash Jamshidi, Unit Storyline, University of California, Berkeley Contributing Experts Rebecca Kaplan, Unit Storyline and SEL Learning, Summit School District Dr. Doriane Miller, The University of Chicago Medicine Audrey Mohan, Unit Storyline and Reviewer, BSCS Science Learning Carlos Nelson, Greater Auburn Gresham Development Corporation Norma Sanders, Greater Auburn Gresham Development Corporation Project Leadership Haya Muhammad, Greater Auburn Gresham Development Corporation Lindsey Mohan, Division Director, Instructional Materials Development, BSCS Science Learning The development team consulted with the following experts to Danny Edelson, Executive Director, BSCS Science Learning inform their development of the unit. Larry Gold, SomaLogic Ashley St. John, Duke-NUS Medical School Production Team Maria Sundaram, Emory University Renée DeVaul, Copyeditor, BSCS Science Learning Tiffany Clark, Seattle, WA Becca Greer, Project Coordinator, BSCS Science Learning Claudia Ludwig, Institute for Systems Biology Chris Moraine, Multimedia Graphic Designer, BSCS Science Learning Becky Howsmon, Institute for Systems Biology Kate Chambers, Multimedia Graphic Designer, BSCS Science Learning Sean O’Connor, GIS Mapping, BSCS Science Learning Gretchen Peterson, GIS Mapping, PetersonGIS The development team wants to thank the following experts who reviewed parts of the unit. Marceline DuBose, Equity Literacy Institute Brian Donovan, BSCS Science Learning Monica Weindling, BSCS Science Learning Zoë Buck Bracey, BSCS Science Learning TABLE OF CONTENTS OpenSciEd High School COVID-19 Unit: How can we slow the spread of the COVID-19 virus to protect our communities? Unit​ Overview 1 Unit​ Storyline 3 Pathways​ through the Unit 7 Teacher​ Background Knowledge 8 Learning Targets & Assessment Opportunities 12 Lesson 1: ​How has the COVID-19 virus impacted people in different communities? 15 Lesson 2: ​How does the COVID-19 virus spread from person to person? 49 Lesson 3: ​How can we slow the virus from spreading person to person? 65 Lesson 4: ​How does the virus spread or not spread in a community? 81 Lesson 5: ​How have strategies to slow the spread of the COVID-19 virus changed how the virus has spread in real communities? 95 Lesson 6: ​Why has the spread of the COVID-19 virus not slowed in all communities? 111 Lesson 7: ​How can a pandemic end? 137 Lesson 8: ​How can we take what we have figured out and use it to prepare for a future pandemic? 145 Lesson-Specific Teacher References 157 Handout Masters 195 Unit Overview This unit is centered around a current event with rapidly changing data and information. Be aware that this unit was written in August 2020 and due to the evolving pandemic situation and our growing knowledge about COVID-19, some information may need to be adjusted. This is a field test version of the unit and will be updated during the revision process before it is released in March 2021. Unit Question: How can we slow the spread of the COVID-19 virus to protect our communities? In this unit, students explore the impact of the COVID-19 virus on communities, especially the disproportionate impact of the COVID-19 pandemic on Black and Hispanic/Latinx communities. Students explore how the COVID-19 virus is spread from person to person and community to community, what mitigation strategies are available, how implementation of those strategies can impact the number of people infected in a community, and how long-standing systemic racism has led to the impacts of the COVID-19 virus on communities of color we are seeing today. Students use science and math practices and social and emotional learning competencies to ● explore data on the impact of the COVID-19 pandemic on communities, ● model how the virus is transmitted from person to person and how mitigation strategies can limit the spread of the virus, ● reason mathematically about the probability of the virus spreading given certain mitigation strategies, ● use a simulation to collect data on how mitigation strategies change how the virus spreads through a community, ● examine data and policies about the systemic inequities contributing to the disproportionate impact COVID-19 is having on Black and Hispanic/Latinx communities in Chicago and communities of color throughout the United States, ● understand how communities are taking action to support each other during the COVID-19 pandemic, ● explore how a pandemic ends, and ● take on shareholder roles in a public health forum to apply what we figured out about the COVID-19 pandemic to the next pandemic we might encounter. Building Toward the Following Standards and Practices Next Generation Science Standards: Science and Engineering Practices. ​Students build toward these elements for high school: ● Practice 2: Developing and Using Models. ● Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. ● Practice 4: Analyzing and Interpreting Data. ● Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. ● Practice 5: Using Mathematics and Computational Thinking. ● Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations. ● Practice 6: Constructing Explanations and Designing Solutions. ● Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. ● Practice 8: Obtaining, Evaluating, and Communicating Information openscied.org COVID-19 & Health Equity, Grades 9-12 • Field Test Version 1 ● Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem. Next Generation Science Standards: Crosscutting Concepts. ​Students build toward these elements for high school: ● Crosscutting Concept 1: Patterns. ● Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. ● Crosscutting Concept 2: Cause and Effect. ● Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. ● Changes in systems may have various causes that may not have equal effects. ● Crosscutting Concept 3: Scale, Proportion, and Quantity. ● The significance of a phenomenon is dependent on the scale, proportion,
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