Profile Sheet:

Authors: Dawn Simpson, Andrea Hillman, Kirsten Schmidt, Nelson Perez

Primary Subject Area: Science

Outside Subject Area: Math, Language Arts

Class: Elementary Science

Class Level: Regular

Grade Level: 5th Grade

Class Time: Eight 60-minute periods

PBL Title: Researchers Attempt to Prevent the National Pandemic Spread of the Ebola Virus in the United States

Description of Student Roles and Problem Situation: Students will act as Scientists, Mathematicians, Technologists, and Engineers trying to find solutions to prevent the pandemic spread of the Ebola virus. They will report to members of the Centers for Disease Control and Prevention (CDC) on the most effective resolutions.

Adaptations for a 504 student:

The student will work in a heterogeneous group and will be given extra time to complete assignments allocated to him/her within the group. The student will also be given individualized attention dependent on accommodation.

Adaptations for an ESOL student:

The student will work in a heterogeneous group situation where his/her participation will enhance learning. The student will also be given individualized attention. I will also provide translations of the Meet the Problem documents and any other document the student requires.

Resources:

Web sites:

Ebola Data: http://www.cdc.gov/vhf/ebola/outbreaks/2014-west-africa/case-counts.html

The Ebola Virus Explained-How Your Body Fights for Survival: https://www.youtube.com/watch?v=sRv19gkZ4E0

Bloom’s Taxonomy Question Stems: http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/BloomsTaxonomyQuestionStems.pdf

Doctor Kent Brantly Infected with Ebola Safely Back in the U.S.: http://neversettle.org/doctor-kent-brantly-infected-ebola/

About Ebola Virus Disease: http://www.cdc.gov/vhf/ebola/about.html

STEM Areas:

Science: Body Systems and Organs. Students will discover how body systems and organs relate to the Ebola virus

Technology: Students will present written letter to the Committee/CDC regarding their concerns and the need for a meeting. They will also create a powerpoint/website with information gathered by the team (Scientists, mathematicians, and Engineers).

Math: Students will present graphs and tables (data) to compare Ebola cases in various countries. They will also use mathematical expressions to compare and make predictions as to the spread of the virus.

Engineers: Research materials and design a suit for caretakers of Ebola Patients

Standards addressed and Learning Outcomes:

Science:

SC.5.L.14.1 Identify the organs of the human body and describe their functions including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

Learning Outcome #1: Working in groups, students will accurately identify the process through which the Ebola virus travels through and affects the body.

Math:

MAFS.5.G.1.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

MAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step  how many more  and  how many less  problems using information presented in scaled bar graphs.

LO#2: After researching the Ebola virus, students will create a graph that illustrates the number of cases in specific locations scoring at least satisfactory on the report rubric.

English Language Arts:

LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 a. Introduce a topic clearly, provide a general observation and focus, and  group related information logically; include formatting (e.g., headings),  illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

LO#3: After reading information from multiple sources, students will write letters recommending possible solutions to the CDC scoring at least satisfactory on the report rubric.

Meet the Problem Documents:

To further create awareness of the problem students will watch a video entitled “Ebola Explained”, read two articles about the Ebola Virus and its effects with graphs and tables that reveal facts about the virus.

Students will be introduced to the problem by a letter from the head researcher of the CDC. In addition, students will be given a folder with the Meet the Problem Documents which will include blank paper for the groups to create different levels of questions that will lead them to complete the assignment.

Ebola Data

Ebola explained video

Blooms taxonomy question stems

http://neversettle.org/doctor-kent-brantly-infected-ebola/

Letter From the CDC

Dr. Halt DeSpreadHead Research Coordinator

Centers for Disease Control and Prevention

1600 Clifton RoadAtlanta, GA 30329-4027 USA

To: Field Researchers,

As head research coordinator, I have authorized you, our Junior Field Researchers to investigate alternative solutions to the widespread contamination of Ebola within the United States.

The following video explains the Ebola virus.https://www.youtube.com/watch?v=sRv19gkZ4E0

We at the CDC implore you to consider all plausible scenarios to the resolution of this impending pandemic disease. However, it is imperative that all suggested solutions be submitted by May 8, 2015. This date will hence forth be referred to as V-day; “V “for victory in the fight against Ebola!

Great minds, Great ideas, Great Solutions! Together we will find a cure!

Yours in Science,

Halt DeSpreadHead Research CoordinatorCenter for Disease Control and Prevention

Ebola Data

Countries with Widespread Transmission

CountryTotal Cases (Suspected, Probable, and

Confirmed)

Laboratory-Confirmed

Cases

Total

Deaths

Guinea 3578 3161 2383

Liberia* 10322 3151 4608

Sierra

Leone12398 8590 3901

Total 26298 14902 10892

Countries with an Initial Case or Cases and/or Localized Transmission

CountryTotal Cases (Suspected,

Probable, and Confirmed)

Laboratory-

Confirmed Cases

Total

Deaths

No countries currently in this

classification0 0 0

Total 0 0 0

Previously Affected Countries**

CountryTotal Cases (Suspected, Probable, and

Confirmed)

Laboratory-Confirmed

Cases

Total

Deaths

Nigeria 20 19 8

Senegal 1 1 0

Spain 1 1 0

United States 4 4 1

Mali 8 7 6

United

Kingdom1 1 0

Total 35 33 15

*One case of Ebola was confirmed on March 20, 2015. No cases of Ebola were identified during 21

days of monitoring of contacts of this case.  The World Health Organization is responsible for

determining when Liberia will be declared free of Ebola virus transmission.  Public health authorities

are maintaining active surveillance so that any new cases of Ebola are rapidly identified.

**There are currently no cases of Ebola virus disease (EVD) in Senegal, Nigeria, Spain, the United

States, Mali, and the United Kingdom. A country is considered to be free of Ebola virus transmission

when 42 days (double the 21-day incubation period of the Ebola virus) has elapsed since the last

patient in isolation became laboratory negative for EVD.

Article giving information on confirmed case in the United States.

Doctor Kent Brantly infected with Ebola Safely Back in U.S.August 3, 2014|Posted in: Health, In the News, Stories, Team Never Settle

Samaritan’s Purse doctor Kent Brantly, who contracted the Ebola virus while treating patients in Liberia, is now back home in the United States. A medical evacuation plane equipped with a special containment unit arrived at Dobbins Air Force Base in Atlanta today at 11:20 a.m. ET. Dr. Brantly was then transported to Emory University Hospital. Emory has an isolation unit set up in collaboration with the Centers for Disease Control and Prevention (CDC) to treat patients who are exposed to serious infectious diseases. American Nancy Writebol, a missionary who also contracted Ebola in Liberia, is expected to arrive in Atlanta within the next few days.

“We thank God that they are alive and now have access to the best care in the world,” said Franklin Graham, president of Samaritan’s Purse. “We are extremely thankful for the help we have received from the State Department, the CDC, the National Institute of Health, World Health Organization and, of course, Emory Hospital.”

Brantly is a native of Indiana and a personal family friend. This is a guy who not only believes in the values and core beliefs of Never Settle, he is someone that was actively doing something about it. He, along with his family, was willing to leave all the comforts of the United States to use his talents as a physician to minister to the ‘least of these” in West Africa, serving as the medical director for Samaritan’s Purse Ebola Consolidated Management Center in Monrovia. I’m sure it would have been easier to continue his private practice in Ft. Worth, Texas and let someone else go and minister to the needs of the African people but since October 2013, Brantly followed his heart and has been serving and helping improve the lives of countless people in the center where he works.

Just this week, Brantly received a blood transfusion from a 14 year old Ebola survivor that he had personally helped treat. The young boy wanted to give back and help save the man’s life that had saved his. Conditions of both Brantly and Nancy are both considered grave and worsening this week. An experimental serum arrived in Africa to help treat the ailing patients but only one vial was delivered. Brantly insisted that Writebol receive the only dose available. This is just another testament to this man’s integrity and character.

As word that Brantly, now the first person to step on US soil with Ebola, spread so did the outrage and fear. The World Health Organization and the Center for Disease Control reiterate that extreme measures are being taken to transport the patients. A one of a kind aircraft is being used to isolate the patients in a tent-like structure called an aeromedical biological containment system, which allows officials to move highly contagious patients without fear of exposure to pathogens. Samaritan’s Purse is committed to taking precautions to exceed the standards recommended by the CDC.

Brantly is in for the fight of his life. This terrible disease has a 90% death rate which is why being flown back to his home country to receive the best possible treatment is imperative. There is no greater love than to lay down one’s life for his friends. Brantly has selflessly been giving his life to help people that literally cannot help themselves. Instead of coming home to a fight of outrage and fear, the bravery, character and integrity of this man should be received with lines of cheerful, thankful, applauding Americans for the service he has given to the people of West Africa. He was willing to help others, now it’s time for us to support him. Let’s make the fight about survival not about his arrival.

Source: http://neversettle.org/doctor-kent-brantly-infected-ebola/

Article:

About Ebola Virus Disease

Ebola, previously known as Ebola hemorrhagic fever, is a rare and deadly disease caused by

infection with one of the Ebola virus strains. Ebola can cause disease in humans and nonhuman

primates (monkeys, gorillas, and chimpanzees).

Ebola is caused by infection with a virus of the family Filoviridae, genus Ebolavirus. There are

five identified Ebola virus species, four of which are known to cause disease in humans: Ebola

virus (Zaire ebolavirus); Sudan virus (Sudan ebolavirus); Taï Forest virus (Taï Forest

ebolavirus, formerly Côte d’Ivoire ebolavirus); and Bundibugyo virus (Bundibugyo ebolavirus).

The fifth, Reston virus (Reston ebolavirus), has caused disease in nonhuman primates, but not in

humans.

Ebola viruses are found in several African countries. Ebola was first discovered in 1976 near the

Ebola River in what is now the Democratic Republic of the Congo. Since then, outbreaks have

appeared sporadically in Africa.

The natural reservoir host of Ebola virus remains unknown. However, on the basis of evidence

and the nature of similar viruses, researchers believe that the virus is animal-borne and that bats

are the most likely reservoir. Four of the five virus strains occur in an animal host native to

Africa.

Source:  http://www.cdc.gov/vhf/ebola/about.html

Sample Problem Statement and Sample Know/Need to Know Boards

Sample Problem Statement:

How can we, as Scientists, Engineers, Mathematicians, and Technologists Researchers gather adequate information to persuade the CDC that we have the best solution for the spread of the Ebola virus in the US in such a way that the problem is completely or greatly alleviated in the U.S. and has a positive effect globally in such a way that:

Meet the deadline for presentation to CDC/Committee. Compare Ebola cases worldwide. Compare Ebola cases in states within the United States. Examine how the virus is spread. Provide accurate data displaying the impact of the virus in the United States and

worldwide.

Know Board:

1. The deadline for Letter of Solution to the CDC is May 8, 2015.2. We must make a presentation to the CDC.3. Ebola is a virus that is contagious and can be fatal.4. Ebola cases have been identified in the United States and worldwide.5. There have been attempts to find a cure for the Ebola virus.6. The majority of confirmed Ebola cases are found in Nigeria.7. Four Ebola cases have been confirmed in the United States.8. Researchers believe that the virus is animal borne.9. Researchers believe that bats are the most likely reservoir of the Ebola virus.

Need to Know Board:

1. How does the virus travel from an animal to a human?2. How does the virus travel from one human to another human?3. How many days does it take for someone to contract the virus after been exposed to it?4. How many people in the United States and worldwide have contracted this disease?5. What has the United States done so far to alleviate the problem (virus and its spread)?6. What have other countries done to prevent the virus from attacking their countries?7. What role does the CDC play in combating the Ebola problem?8. Are there any safety measures in place in the hospitals and other locations for suspected cases of the virus and those who are diagnosed with Ebola?9. To what extent have the solutions to eliminate the virus or the spread of the virus worked?10. How does the Ebola virus affect the human body?11. How can data be used to show the effects of the Ebola virus in the U. S. compared to the rest of the world?

Capstone Performance Description:

The capstone performance for the problem includes two parts: a report and an oral group presentation, both of which include individual assessments. The students will be given the task of providing a feasible solution to the spread of the Ebola virus in the United States in particular, which could also positively impact world solutions.

Each student is responsible for demonstrating that he/she has learned and mastered the content identified in the Standards and learning outcomes; therefore he/she will be evaluated on his/her letter to the CDC, a report giving a full explanation of the cause of the virus and how it affects body systems and organs, and an oral presentation to the CDC.

In the letter to the CDC, each student will propose two possible solutions to address the problem and include 4 justifications for why he/she is recommending one solution over the other.

Within the group, each student will read other students’ letters and collaborate in order to determine one “best” solution to the problem that will be presented to the CDC.

The CDC members will be composed of parents, teachers, and administrators. These members will be prepared to ask questions related to the problem of the students. The students in turn must be prepared to respond with accurate scientific facts.

Student autonomy is encouraged, as each member of the group will determine which one of his/her individual solutions that he/she will share during the oral presentations to the CDC. In addition, each student will decide which justification for the group’s “best” solution that he/she will share during the presentation to the CDC. Students will be given the autonomy to determine the type of media that they will use during their oral presentations.

The arrangement of the room for presentation must be pre-arranged. The CDC members will sit at a table facing the front of the classroom. Each presenter will present also standing in the front of the classroom. The remainder of the students will sit in their desks behind the CDC members. The presenters may use any technology and media tools necessary in order to give an effective presentation – the projector, computer, chalkboard, maps, whiteboard, and the Internet.

A scoring rubric will be required for the student’s report (or letter) and a scoring rubric will be required for the student’s oral presentation. (Both rubrics are included.)

In order to determine each student’s reflections of the entire process, each student will individually complete a reflection questionnaire. (See below.)

Reflection Questions

1. What did you enjoy most about this activity? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How much did you know about the problem before we started? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What problem/s did you encounter while you were working on this problem-solving activity? How did you solve it/them? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What would you change if you had to do this activity all over again? Why? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Write 3 facts that you learned from this activity. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Room Arrangement Page

Screen

Whiteboard

Presenters

CDC Members

Student Desks

Rubric for Capstone Performance

Report Rubric (letter to the CDC):

Criteria Exemplary Proficient Approaching

Content Accuracy

30 pointsAll science information is 100% accurate.

20 pointsAll science information is 80-99% accurate.

10 pointsAll science information is less than 80% accurate.

Alignment to the Problem Statement

15 pointsEach solution aligns with all conditions in the Problem Statement.

10 pointsOne solution aligns with all conditions; the other solution aligns with all but one condition.

5 pointsNeither solution aligns with all conditions.

Required Components

50 pointsThe letter must include the following:a) the group’s Problem Statementb) an explanation of how the Ebola virus affects the human body including 3 accurate scientific factsc) a graph that accurately shows the location of all confirmed Ebola cases in the U.S. and 6 countriesd) 2 possible solutionse) 4 justifications for recommending one solution over the other

40 pointsThe letter must include the following:a) an explanation of how the Ebola virus affects the human body including 2 accurate scientific factsb) a graph that accurately shows the location of all confirmed Ebola cases in the U. S. and at least 4 countriesc) 2 possible solutionsd) 4 justifications for recommending one solution over the other

20 pointsThe letter contains less information that is listed in the “Proficient” category.

Mechanics 5 pointsNo grammatical errors, including spelling,

3 points1-3 grammatical errors, including spelling,

1 pointMore than 3 grammatical errors, including spelling,

capitalization, punctuation, subject-verb agreement are included in the letter.

capitalization, punctuation, subject-verb agreement are included in the letter

capitalization, punctuation, subject-verb agreement are included in the letter.

Scoring Guide

Exemplary: 90-100Proficient: 80-89Approaching: 70-79

Oral Presentation Rubric:

Criteria Exemplary Proficient ApproachingDelivery 20 points

Maintains eye contact with audience 90% or more of the time; fluctuations in volume and inflection are not monotonous and are intended to add clarity to presentation; no non-purposeful movement; volume is loud enough to be heard in back of room 90% or more of the time.

10 pointsMaintains eye contact with audience 90% or more of the time; fluctuations in volume and inflection are not monotonous and are intended to add clarity to presentation; 1 or 2 non-purposeful movement; volume is loud enough to be heard in back of room 85 – 89% of the time

5 pointsEye contact is less than 80%; more than 2 non-purposeful movements; inaudible in back of room more than 20% of the time

Comprehension and Accuracy

30 pointsStudent answers questions from CDC panel with at least 2 accurate

20 pointsStudent answers questions from CDC panel with at least 1 accurate

5 pointsStudent fails to answer questions from the CDC panel or could not

scientific facts. scientific fact. provide any accurate scientific facts.

Quality of Individual Solution

20 pointsStudent’s solution aligns to all conditions in Problem Statement.

10 pointsStudent’s solution aligns to all but one of the conditions in the Problem Statement.

5 pointsStudent’s solution fails to align with 2 or more conditions in the Problem Statement.

Quality of Individual Justification for Group’s Best Solution

20 pointsStudent’s justification for group’s best solution is 100% accurate.

10 pointsStudent’s justification for group’s best solution is 80-99% accurate.

5 pointsStudent’s justification of group’s best solution is less than 80% accurate.

Reflection 10 pointsEach student answers all 5 reflection questions

10 pointsEach student answers all 5 reflection questions

5 pointsEach student answers less than 5 reflection questions

Scoring Guide:

Exemplary: 90-100Proficient: 80-89Approaching: 70-79

Two Alternative Solutions and Justification for Best Solution:

1. More thorough screening of people traveling to and from highly infected areas, including media crew and medical teams. This screening should include thorough questioning and interview.

ProsFace to face evaluation;Each case evaluated (one by one evaluation)Cons:Exposing the interviewer to the risk of being infected with the disease;Can prove to be expensive – more people and more time

2. If a suspected case is discovered, move person immediately to safe ‘holding area’ (isolation) for at least one week. Suspected case must be given access to comfort; for example, medical care, private bathroom.Pros: Isolation of contaminated individual which leads to the containment of the virus;

Less percentage of population exposed to the virus Cons: Public identification of suspected individuals (Public humiliation); Emotional trauma

3. At least one hospital in each city fully equipped to deal with cases, including medical teams, special ambulances and planes/helicopters, special rooms, and effective protective gears for caretakers of the patients.Pros: Centers prepared for immediate response;More highly trained professionals to combat the diseaseCons: Can become very expensive to train people and for specialized equipment;Re-allocating resources

4. Federal and state governments give more money for research.Pros: More research leads to more solutions; Better understanding of the virus and how it is spread which will lead to more effective solutions

Cons: Federal and State governments have limited budgets; More cooperation between Federal and State governments

5. Create awareness through social media of signs, symptoms, causes, and treatment of the virus, including schools at all levels.Pros: Public awareness can lead to preventative measures;Less fears about the spread of the virus and less alienating of individualsCons: This depends on a society that is literate and is technologically advanced;Creates unnecessary chaos

Best Solution:

The best solution is Solution 2. Individuals who have been exposed to the virus should be immediately isolated, which includes suspected cases and those who have been diagnosed with the disease and finally have immediate testing or treatment. Ebola patients who have recovered must report to a facility to be retested for at least one year. The government, health agencies, and reputable media must be involved.

Facts to support this solution:

(1) On October 20, 2014 The New York Times reported that, “The World Health Organization declared the country Ebola-free Monday, a rare victory in the battle against the disease that is ravaging West Africa.

Nigeria is the most populous country in Africa, with 160 million people, but had just 20 cases, including eight deaths, a lower death rate than the 70 percent seen elsewhere across the stricken region.

The report continued, “Officials are crediting strong tracking and isolation of people exposed to the virus, and aggressive rehydration of infected patients to counter the effects of vomiting, diarrhea and other symptoms.”

(2) On October 17, 2014 a WHO statement included the following reasons why the outbreak in Senegal was quickly under control:

“The most important lesson for the world at large is this: an immediate, broad-based, and Well-coordinated response can stop the Ebola virus, carried into a country in an infected traveller,

dead in its tracks. The first case is quickly detected, tested and laboratory-confirmed, and immediately isolated.”

(3) According to the CDC, if there are concerns that a person could meet the criteria for the Ebola virus, immediate separation from other patients into a private room with a private bathroom is crucial. (http://www.cdc.gov/vhf/ebola/healthcare-us/evaluating-patients/think-ebola.html)

Debriefing Plan and Essential Concepts:

All groups of students will present their solutions to the audience, the CDC, and other students. From there the teacher will record notes describing the possible solutions from all groups. The next day, the teacher will write the possible solutions on the board and the students will write the solutions and rate them in order from best (5) to last (1) by using a Ratings Instrument. (See below.) The top two solutions that earn the greatest amount of points will be selected and then discussed at length in a whole class setting. The students may consider combining the two solutions in order to determine the best solution.

Ratings Instrument

Groups Solutions Ratings1

2

3

4

5

Rate each solution using the following scale:

5: This solution will solve the problem and requires no changes or revisions.

3: This solution may solve the problem with 2-3 changes or revisions.

1: This solution could solve the problem if more than 3 changes or revisions were made.

Essential Concepts

The ‘best’ solutions must utilize accurate scientific concepts. This includes explaining how the research/information gathered relates to the cause and effect of the Ebola virus, how it affects body systems and organs and its signs and symptoms, and how the spread of the virus can be contained.

1) Practice of Science (Ex. Hypothesis, observation, investigation, experiment, data)2) The concept of the Ebola virus3) The effects of the Ebola virus on the human body4) Collection of data that describe the number of confirmed Ebola cases worldwide and

in the United States5) Accurate evidence to support solutions

In addition to the scientific concepts, the solution must also include accurate mathematical data comparing and contrasting the number of infected and fatal cases in the world as a whole, and the United States in particular, using dates.

Throughout the problem based learning lesson, the teacher will be rotating among the students, ensuring that they are focused on the essential concepts. In the event that a concept does not get addressed, the teacher will step in and ask a prompting or coaching question.

Coaching Questions:

C: Cognitive

M: Metacognitive

E: Epistemic

Type of Question

Question

Meet the ProblemC Can you summarize the information that you have received?M What types of problem solving strategies might you use when solving this

problem?E Will this problem be easy or hard to solve? Why?

Know/Need to KnowC Where could you to find out more information about this problem?M How do you know that information that you currently know?E What obstacles do you see that you may need to overcome?

Problem StatementC What is your role in this problem?M Do you agree with the Problem Statement that your group members have

developed? Why or why not?E What factors do you need to consider in order to reach a “good” solution?

Information Gathering and SharingC How might you find that information?M How have you added to the group’s knowledge of the Ebola virus?E Why is that important?

Generating SolutionsC What is your next step?M How did your group arrive at this solution?E Who will be unhappy with this solution?