The Context for My Lesson
Like my previous lesson, it was created for a 9th-12th grade Biomedical class of students. These students were kept in mind like my former lesson: Teaching GMO’s Using TED ED.
At this point in the year, students will be midpoint into the semester. These students will have completed their previous lesson on Understanding the Care and Use of Animals in Biomedical Research and will move into the unit on Other Issues in Science. The previous component prior to learning vaccines, students will have learned about Regenerative Medicines. Students will have a basic understanding of vaccines and know that immunizations are given to prevent disease causing organisms. Students will know that vaccines are also given to prevent the transmission of disease to other individuals thus causing epidemics and pandemics.
This Blendspace lesson on Vaccines will introduce vaccine vocabulary. This will include terms such as: vaccine, mixture, immunization, pandemic, epidemic, pathogen, virus, bacteria, antigens, and antibodies. Then, students will be introduced to Edward Jenner, whom discovered the smallpox vaccine through experimentation through his own contraction of smallpox. Students will be shown diagrams that show recommendations of immunizations and the appropriate age, reasons for vaccinations, vaccine preventable mortality rates, vaccine exemption based on the state you reside, and how vaccines work. At this point in the semester, students will have functioned PowerPoint, Word, and Google Drive. Furthermore, in this lesson, we will use Blendspace as a way to introduce Vaccines. Most students will know that there are vaccines for disease and know that there is some sort of controversy among whether or not there should be exemptions based on parents right, but as a class, we will dig deeper into the topic. We will research reasons parents are for or against vaccinations and why. The reason behind integrating Blendspace is to have a knowledge basis of the importance of getting vaccinated and to allow them to use 21st century skills to critically think about why vaccinations are recommended. My Blendspace includes images, diagrams, text, videos, and articles that allow students to gain information about vaccines in different ways.
The Standard(s) this Lesson Meets
The Media or Technology I am Integrating
Blendspace Lesson: To Vaccinate or not to Vaccinate!
This lesson focuses on vaccines, but not how to inject vaccines nor the components of vaccination, but the development of vaccines through history, basic terminology concepts, vaccine recommendations, and the potential threat to society if people weren’t vaccination. This includes knowing the difference of a pandemic and epidemics and how these disease are spread. Students will also gain knowledge of viewpoints of “anti-vaccinators” and those who do vaccinate their children. Blendspace allows me to incorporate various types of media. Students are able to view Vaccines for Children articles, diagrams on vaccine exemptions, epidemic of vaccines and how vaccines work, and The Vaccine War Video all in one to gain perspective in all areas of vaccinations and immunization.
The Rationale for Integrating the Media or Technology into this Lesson
Blendspace is a site where you can include lesson materials and students are able to control their own learning. Students will be able to view materials in different ways to master concepts they weren’t initially able to grasp completely. Thus, making the difference sources of media from articles to videos a very useful tool for these secondary learners. Students are also able to use these media tools to transition into flipping the classroom. Flipping the classroom is where students are able to view material prior to class and then come into class and be able to engage. According to NPR, this concept is “a world where students watch lectures at home — and do homework at school” (NPR, 2012).
This lesson on Vaccines in Blendspace engages students while at home and in the classroom. Students will be able to view portions of their blendspace lesson at school to give them a basis of the lesson and complete other portions like watching videos or reading articles at home and at their own pace. Another useful component of Blendspace is that teachers can track student progress and even assess students with quizzes. According to Carlton, “The use of media to enhance teaching and learning complements traditional approaches to learning. Effective instruction builds bridges between students’ knowledge and the learning objectives of the course (Carlton, 2014). Using media engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. Students thus can take the subject they are learning, take it home, and learn concepts at their own pace. This also gives parents an opportunity to interact with their children and their learning. Overall, Blendspace is an excellent tool to collate various resources in media.
The Integration of the Media or Technology Into the Lesson
The Blendspace example will be integrated into the lesson by using it as a tool to actively engage student learning. Students will first be introduced to the terminology related to the unit. This includes vaccines, mixtures, antibodies, antigens, epidemic, pandemic, bacteria, and virus. Once, they have completed the introduction of new vocabulary, students will read about Edward Jenner, the first to discover a way to use the disease causing agent to create the vaccine smallpox. Students will then view diagrams that show different statistics and information about vaccinations. Of these are the immunization schedule, reasons to get vaccinated, vaccine preventable mortality chart, vaccine exemptions, and how vaccines work. Then, students will read the article Vaccines, Blood & Biologics (U.S. Food and Drug Administration, 2016) to stimulate their thinking further thinking on the topic.
For homework, students will be required to watch The Science of Anti-Vaccination (The Science of Anti-Vaccinatino, 2015) which discusses the vaccine debate. This will give students a perspective of views of people debate to vaccinate or not to vaccinate and possibly allow students to form their own opinion. When students return the following day, I will give them approximately fifteen minutes to discuss in groups their thoughts of the video. Then, we will watch the video entitled “The Vaccine War” (Frontline, 2015). To assess students, I will give them a quick quiz that will assess their knowledge on the video they watched in class. Questions include: How soon after birth is the very first vaccine give, what are the number of vaccines given to children, what diagnosis is believed to be caused by vaccines?, and what does MMR stand for? The following day will be used to discuss student thoughts of the Vaccine War and The Science of Anti-Vaccination videos.
My Evaluation of the Media or Technology Integration
In my lesson, I chose to integrate my Blendspace example as a way to inhibit students who are 21st century learners. I began by providing students with an article to introduce vaccinations. From there I introduced the Blendspace lesson and once students watched the videos and took their quiz, we discussed it as a class. I feel as though this method will help my students in learning by getting them to think critically by exploring other issues in science in vaccination technologies according to the NC DPI standards.
I believe this media integration will help my specific students in 9th-12th grade Biomedical course by spiking their interest by using media and technology as a tool for an extension of the higher order of thinking process. Some of the ways media integration doesn’t work is the actual teacher and student learning experience. The teacher facilitates learning through media in which media cannot do. It is impossible for media to take the place of a teacher because teachers are there to connect the media to the actual material in the lessons. By using media in this way to helps teach the content, the learners will be able to relate their interests in media/technology to the content that meets the standard outlined by NC DPI. Under the standard 4.00 Other Issues in Science in Biomedical Technology, Vaccines are covered under 4.05 Vaccines.
Flip this lesson! A new way to teach with video from TED-Ed. (2012). Retrieved July 16, 2016, from http://blog.ted.com/flip-it-a-new- way-to-teach-with-video-from-ted-ed/
More Teachers ‘Flipping’ The School Day Upside Down. (n.d.). Retrieved July 16, 2016, from http://www.npr.org/2012/12/07/166748835/more-teachers- flipping-the-school-day-upside-down
Teaching for Tomorrow: Flipped Learning. (2012) Retrieved July 16, 2016, from https://www.youtube.com/watch?v=4a7NbUIr_iQ
The Science of Anti-Vaccination. (2015) Retrieved July 16, 2016, from https://www.youtube.com/watch?v=Rzxr9FeZf1g#action=share
The Vaccine War. (n.d.). Retrieved July 16, 2016, from http://www.pbs.org/wgbh/pages/frontline/the-vaccine-war/
To Vaccinate Or Not To Vaccinate! – Lessons – TES. (n.d.). Retrieved July 16, 2016, from https://www.tes.com/lessons/s0U8oWRMAGj7xQ/edit
Using Media to Enhance Teaching and Learning. (n.d.). Retrieved July 16, 2016, from http://serc.carleton.edu/sp/library/media/index.html