Experimental Lesson Plan for middle-high School Students to Solve a Virus Outbreak Problem by using Computational Thinking -- Created By: Saurabh Chaganty | Prachi Chandra

Target Audience: Middle high school students (Grades 6-8)

Assumption:

·        For this scenario, we assume that the students have already studied the concepts of computational thinking skills & strategies.

·        Class Size: 30 Students

Lesson Topic: Real-World Problem Solving: Tackling a Virus Outbreak with Computational Thinking

Time Duration: 4 classes; each class spans around 60 minutes.

Lesson Objectives:

The idea of this lesson is to:

·        Enable learners to understand how to use computational thinking skills to solve real-world challenges.

·        Guide learners to analyze the data to discover patterns related to the virus.

·        Empower learners to create surveys using data insights to efficiently identify potentially infected individuals and contain the breakout.

·        Be able to work collaboratively to develop a solution and communicate their findings effectively.

 

Lesson Plan:

1.     Recap of Computational Thinking Skills (60 minutes)

a.     Teachers revise computational thinking skills and strategies in the class with a simple problem.

2.     Understanding the GHISRO Virus Outbreak (60 Minutes)

a.     Discuss & clearly explain the virus outbreak problem to students.

3.     Relating Virus Outbreak & CT Skills

a.     Students in smaller teams, need to use CT concepts to analyze the virus outbreak problem to efficiently identify potentially infected individuals and contain the breakout.

b.     Discuss each team’s solution. As each group is presenting, other students and teachers brainstorm and try to identify if there is a better way to approach the problem.

c.      Based on the discussions, shortlist and come to a consensus on what is the most probable solution.

4.     Understanding the role of surveys | Creating a survey

a.     Explain to students about surveys- the why, how, what.

b.     Based on the discussions in the class create a survey focussing on the demographics, location, etc. to identify the infected individuals.

c.      Break down each question and reflect on which computational thinking strategy are the questions using & what is the rationale behind putting these questions in the survey form.

Outcomes:

At the end of the lesson, learners will be able to:

·        Apply computational thinking skills to approach each problem with a different perspective/solution.

·        Analyze data and conclude it to solve a problem.

Assessment:

Include a formative assessment for the students, during the entire duration of the lesson plan. Describe specifically and in measurable terms how you will determine whether students have met the intended learning outcomes. A few questions which can be part of the formative assessment are:

·        Did all students actively participate in each activity?

·        Did all students complete the task in specific timelines?

·        All students should write a statement at the end of the class about what they learned during the lesson.

 

Instructional Resources

·        Textbook or other reading materials

·        Websites

·        Word processors or other specific computer software

·        Movies, Videos, any other media

·        Project supplies, including posters, paper, markers, or tape

·        Sticky notes

·        Computers/tablets with internet access

·        Sample dataset on a hypothetical population

 

Activities | Arrangement/Setup to be done for the activities

·        Group discussions, brainstorming

·        Questions to consider:

o   Will students work in cooperative groups or independently?

o   Will several activities occur during the lesson or require more than one desk arrangement? How will the transition between activities take place?

o   Will students move among learning centers that are set up in the classroom?

o   What arrangement will best support movement among these centers?

o   Will accommodations for special needs students need to be made to support movement among centers or any other activities?

o   Will students need to focus attention on a screen or guest speaker at one point in the room?

·        Rationale: The activity will enable students to apply the CT skills/strategies to solve real-world problems.

 

Wrap up:

·        Teachers at the end of each class should reinstate what was discussed in the class and whether is it in alignment with the intended learning outcomes. intended learning outcomes. Decide on a way to close the activities. Will students reflect on what they have learned? Will they turn in their work or complete it as homework? Have you clearly defined expectations for their homework assignment (if applicable)? Does the homework assignment extend or complete the intended learning outcome?

·        Rationale: Closure in each class is required since it serves as a summary for the entire class and it also enables students to recall and recollect what was discussed and key takeaways.

 

Teacher Reflection:

·        Teachers to write a reflection on what occurred during the lesson. Some reflective questions are:

o   Did students meet the intended learning outcomes of the lesson? Why or why not? Consider your part in their success.

o   Was the timeframe appropriate?

o   Were your directions clear?

o   Did the activities you planned support the intended learning outcomes or were they somehow off-track?

o   Were activities adequately modified for special needs learners in your class?

o   What activities would you do again?

o   What would you do differently next time?

·        Rationale: These reflective questions will serve as a learning curve for the teacher to further modify the lesson plan/suggest improvements going forward. It will also enable teachers to make the lesson plan clearer and crisp.

 

Detailed Lesson Plan

Class 1: Revision of Computational Thinking Skills (60 minutes)

Introduction to Computational Thinking:

·        Review the key concepts of computational thinking, including decomposition, pattern recognition, abstraction, and algorithmic thinking.

·        Engage students in a brief discussion or activity to refresh their understanding of each concept.

Interactive Activity:

·        Conduct an interactive activity where students apply computational thinking skills to solve a simple problem or puzzle.

·        Emphasize the use of decomposition to break down the problem, pattern recognition to identify recurring elements, abstraction to focus on essential details, and algorithmic thinking to devise a step-by-step solution.

Reflection and Discussion:

·        Lead a reflective discussion on how computational thinking skills can be applied to various real-world scenarios.

·        Encourage students to share examples of problems they have encountered where computational thinking could be helpful.

Inclusions in Lesson 1

Objective: To reinforce computational thinking skills through an engaging problem-solving activity.

Activity: Code Breaking Challenge

Problem: You are secret agents trying to decode a message from your headquarters. The message is encrypted using a simple substitution cipher.

Data:

·        Encrypted message with letters replaced by symbols or other letters.

·        Key provided by the teacher to decipher the message.

Solution:

·        Decompose the Problem: Break down the encrypted message into individual letters or symbols.

·        Identify Patterns: Look for repeated symbols or letter combinations that could represent common words or phrases.

·        Abstraction: Create a map of symbol-to-letter correspondences using the provided key.

·        Algorithmic Thinking: Apply the key to decrypt the entire message and reveal its contents.

Instructions:

·        Examine the encrypted message and discuss possible strategies with your team.

·        Use the provided key to decode the message, following the steps of decomposition, pattern recognition, abstraction, and algorithmic thinking.

·        Work collaboratively to decipher the entire message.

·        Be prepared to share your decoding process and explain how computational thinking skills helped you solve the challenge.

Assessment:

·        Monitor students' problem-solving approach and teamwork skills.

·        Assess the accuracy and efficiency of students' decryption process.

·        Evaluate students' ability to articulate their problem-solving strategies and apply computational thinking concepts.

 

Class 2: Understanding the GHISRO Virus Outbreak (60 minutes)

Introduction to Virus | Basic information:

·        Provide an overview of what viruses are, how they spread, and the potential impact on human health.

·        Use visual aids or multimedia resources to enhance understanding and engagement.

Detailed Discussion:

·        Explore specific details about the virus outbreak scenario, including symptoms, transmission modes, affected populations, and geographic spread.

·        Facilitate a class discussion to ensure students have a clear understanding of the virus and its implications.

Interactive Activity:

·        Engage students in an interactive activity where they analyze case studies or real-world examples of virus outbreaks.

·        Encourage students to identify patterns and trends in the data, applying computational thinking skills to understand the outbreak dynamics.

Inclusions in Lesson 2

Information on Ghisro Virus for Students

Origin and Spread:

·        The Ghisro Virus originated from a remote region and has now spread globally.

·        It primarily spreads through respiratory droplets when an infected person coughs, sneezes, or talks.

·        The virus can also survive on surfaces for a certain period, contributing to its spread.

Symptoms:

·        Common symptoms include fever, cough, difficulty breathing, fatigue, muscle aches, loss of taste or smell, and sore throat.

·        Some individuals may remain asymptomatic carriers, unknowingly spreading the virus to others.

Severity and Impact:

·        While most individuals experience mild to moderate symptoms, some may develop severe complications, especially those with underlying health conditions or weakened immune systems.

·        The virus has led to significant disruptions in daily life, including school closures, economic challenges, and strain on healthcare systems.

Preventive Measures:

·        Practicing good hand hygiene by washing hands frequently with soap and water for at least 20 seconds.

·        Wearing masks in public settings, especially when social distancing is difficult to maintain.

·        Avoiding close contact with individuals who are sick or showing symptoms of illness.

·        Following guidelines from health authorities and getting vaccinated when eligible.

Current Status:

·        There is currently no specific treatment or vaccination available for the Ghisro Virus.

·        Efforts are underway worldwide to develop effective treatments and vaccines to control its spread and mitigate its impact on public health.

·        This information will help students understand the nature of the Ghisro Virus and the importance of implementing preventive measures to protect themselves and others from infection.

Activity given to the students:

·        Identify people of different age groups in your locality and ask them if they have contracted the virus. If yes, then find out about their symptoms, severity and how long they took to get tested.

·        Try and discern the patterns you see there. Discuss this with your classmates and try to find similarities.

Assessment for the activity:

·        The teacher is expected to understand the knowledge gain in the students as a group. Divide them into groups and arrange for a group discussion.

·        The outcome of this group discussion should be that the students are collectively able to understand the virus and reason out the differences in the effect the virus has on different people.

·        The students understand the segregation of people based in the severity of their symptoms.

Class 3: Relating Virus Outbreak and CT Skills (60 minutes)

Problem-Solving Scenario:

·        Present a problem scenario related to the virus outbreak, emphasizing the need for effective problem-solving skills.

·        Guide students to identify the key challenges and opportunities in addressing the outbreak using computational thinking.

Group Activity:

·        Divide students into small groups and assign each group a specific aspect of the problem to analyze.

·        Encourage students to apply computational thinking skills to brainstorm solutions and develop strategies for containing the outbreak.

Group Presentation:

·        Have each group present their findings and proposed solutions to the class.

·        Facilitate a discussion on the application of computational thinking skills in addressing real-world problems like virus outbreaks.

Inclusions in Lesson 3

Apply computational thinking skills to contain the outbreak of the Ghisro Virus:

Decomposition: Break down the problem of containing the virus outbreak into smaller, manageable tasks. This involves identifying the various components or factors contributing to the spread of the virus, such as transmission routes, affected populations, healthcare resources, and socio-economic impacts.

·        Identify key components:

o   Transmission routes: Airborne, surface contact, person-to-person.

o   Affected populations: Age groups, demographics, geographical locations.

o   Healthcare resources: Hospitals, medical supplies, healthcare personnel.

o   Socio-economic impacts: Business closures, job losses, community support systems.

Pattern Recognition: Identify patterns or trends in the spread of the virus to understand how it is transmitted and which populations are most affected. This involves analyzing data on reported cases, transmission rates, geographical clusters, and common symptoms.

·        Patterns recognized:

o   Higher transmission rates in densely populated areas.

o   Increased vulnerability among elderly populations or individuals with pre-existing health conditions.

o   Common symptoms include fever, cough, and respiratory difficulties.

o   Clusters of cases in specific neighbourhoods or regions.

Abstraction: Extract essential information and generalize findings to develop a comprehensive understanding of the outbreak. This involves focusing on the most relevant aspects of the problem and filtering out irrelevant details to formulate effective strategies.

Abstracted information:

·        Focus on identifying primary transmission routes and implementing preventive measures, such as mask mandates and social distancing protocols.

·        Prioritize allocation of healthcare resources to areas with high case counts and vulnerable populations.

·        Implement targeted outreach and education campaigns to raise awareness about virus prevention and symptom recognition.

Algorithmic Thinking: Develop step-by-step plans or protocols for containing the outbreak based on the analyzed data and identified patterns. This involves devising strategies and interventions to mitigate the spread of the virus, allocate resources effectively, and support affected individuals.

·        Algorithmic approach:

o   Establish protocols for testing, contact tracing, and isolation/quarantine procedures to identify and contain infected individuals.

o   Implement vaccination campaigns targeting high-risk populations and essential workers to build herd immunity.

o   Develop communication strategies for disseminating accurate information and combating misinformation about the virus and preventive measures.

 

Class 4: Understanding the Role of Surveys (60 minutes)

Introduction to Surveys:

·        Introduce the concept of surveys and their role in gathering data and insights.

·        Discuss the importance of surveys in public health and epidemiology, particularly in identifying and tracking infectious diseases.

Survey Design Workshop:

·        Guide students on survey design principles, including question types, structure, and formats. Show relevant examples.

·        Task students with designing a survey questionnaire tailored to gather relevant information about the virus outbreak.

Survey Implementation Activity:

·        In small groups, have students brainstorm and develop survey questions based on the problem scenario.

·        Encourage students to consider how the survey can help identify and segregate populations to reduce the spread of the virus.

Inclusions in Lesson 4

·        In our efforts to combat the Ghisro Virus outbreak, it's crucial to understand how surveys can play a pivotal role in effectively containing the spread of the virus.

·        We will delve into the importance of surveys and how they contribute to successful population segregation, ultimately aiding in reducing the transmission of the virus.

Objective:

·        To understand the significance of surveys in identifying and segregating potentially infected individuals.

·        To recognize how data collected through surveys can inform targeted intervention strategies for controlling the Ghisro Virus outbreak.

Content:

Explain the Purpose of Surveys

·        Define what a survey is: A method of gathering information or data from a sample of individuals to gain insights into their characteristics, opinions, or behaviors.

·        Discuss the importance of surveys in public health: Surveys help healthcare workers collect data on symptoms, exposure history, and demographic information to identify potential cases and assess the spread of infectious diseases like the Ghisro Virus.

·        Emphasize the role of surveys in guiding decision-making: Data collected from surveys inform public health policies, resource allocation, and targeted interventions to control outbreaks effectively. It identifies the What, Who, When, Where, Why and How of the decision to be taken.

Understanding Population Segregation

·        Define population segregation: The process of categorizing individuals based on specific criteria, such as symptoms, exposure risk, or test results, to prevent the spread of infectious diseases within communities.

·        Discuss the importance of population segregation in outbreak management: Segregating potentially infected individuals helps limit contact with uninfected individuals, reducing the risk of transmission and preventing further spread of the virus.

·        Highlight the role of surveys in population segregation: Surveys help identify and categorize individuals based on their risk factors and symptoms, enabling healthcare workers to prioritize testing, isolation, and treatment efforts accordingly.

Demonstrate the Survey Process

·        Walk students through the process of creating a survey for identifying potential Ghisro Virus cases: Discuss the types of questions to include, such as symptoms experienced, travel history, and contact with confirmed cases.

·        Provide examples of survey questions and response options: Engage students in brainstorming relevant questions and formatting response options to gather comprehensive data for effective outbreak control.

·        Emphasize the importance of clear and concise survey design: Clarity and simplicity in survey questions help ensure accurate responses and facilitate efficient data analysis.

 

 

Ghisro Virus Survey for Health Workers | Created by Students

 

Dear Healthcare Worker,

We are providing you with a survey to help gather crucial information about the Ghisro Virus outbreak in our community. Please administer this survey to patients and record their responses accurately. The data collected will aid in identifying potential cases and implementing measures to reduce the spread of the virus.

 

WHO:

·        Have you been tested positive for the virus now or earlier:

·        Yes

·        No

 

·        Demographics

·        Age:

o   Under 18

o   18-24

o   25-34

o   35-44

o   45-54

o   55-64

o   65+

·        Gender:

o   Male

o   Female

o   Other

o   Prefer not to say

·        Location:

o   Apartments

o   Independent house

o   Township/ Community

o   Shared households

·        Socio-economic Status:

o   Low income (< INR 1,00,000)

o   Middle income (INR 1,00,000 to 5,00,000)

o   High income (INR 5,00,000 and above)

o   Prefer not to say

WHAT & WHEN:

·        Symptoms

·        Have you experienced any of the following symptoms in the past 7 days? (Select all that apply)

o   Fever

o   Cough

o   Shortness of breath

o   Fatigue

o   Muscle aches

o   Sore throat

o   Loss of taste or smell

o   Other (please specify)

 

·        If you answered yes to any of the above, when did the symptoms first appear?

·        Please enter the date in DD/MM/YYY.

 

·        Have you sought medical attention for these symptoms?

·        Yes

·        No

 

·        Health History: Do you have any of the following pre-existing health conditions? (Select all that apply)

·        Asthma

·        Diabetes

·        Heart disease

·        Immunodeficiency

·        Lung disease

·        Other (please specify)

 

·        Have you been diagnosed with or vaccinated against the recent virus before?

·        Yes (diagnosed)

·        Yes (vaccinated)

·        No

·        Unsure

WHERE:

·        Additional Information:

·        Have you been in close contact with anyone who has been diagnosed with the recent virus?

o   Yes

o   No

·        Have you travelled to any areas with known outbreaks of the virus in the past 2 weeks?

o   Yes

o   No

·        Do you work in or frequently visit crowded places (e.g., markets, public transportation, schools)?

o   Yes

o   No

 

·        Do you have any other information that you think might be relevant to your potential exposure to the virus? (Optional)

 

 

Thank you for your time and cooperation. Your responses will help us identify individuals who need further evaluation and testing, ultimately contributing to controlling the spread of the virus.

 

Instructions for Healthcare Workers:

·        Ensure confidentiality and privacy while collecting and handling this information.

·        Explain the purpose of the survey and how the information will be used to the participant.

·        Be empathetic and patient with the respondents, especially if they are feeling unwell or anxious.

·        Use protective gear as per the health guidelines while conducting in-person surveys.

·        Sanitize any shared items (like clipboards or pens) between uses.

Rationale for Survey Questions: Ghisro Virus Outbreak

The rationale behind choosing the selected questions is:

·        To identify potential cases of virus-affected individuals based on the symptoms and provide them with necessary support.

·        Demographics-based questions enable us to identify whether the virus affects different age groups in a specific way or not. It also tries to cover elements of socio-economic status to understand if certain income levels have higher exposure or access to healthcare.

·        Travel history also helps us identify the high-risk environments and measures that can be taken to break the chain of virus spread.

The WHY of the entire survey is to identify WHO is affected, WHEN did they realize that they were  affected, WHAT helped them realise and WHERE they must have potentially contracted the virus. The HOW is the insight that can be gained by the student to reduce the spread of virus given the situation/problem.