Plan An Interdisciplinary Lesson That Relates To Current Eve

Plan an interdisciplinary lesson that relates to a current event. Include in your plan: 1. The grade and content area in which you are pursuing licensure 2. A link to a news story about the current event 3. Name of all content area disciplines that you are using in your plan and why you chose the other discipline as a corollary to your own. If you are a K-6 teacher, choose more than one discipline, e.g. math and science or math and art. 4. Learning objectives with the specific state standards to which you are aligning copied and pasted into the lesson. Standards addressed should reference your content area at least one other content area as defined in item 2. (You may refer to course 5200 or any other credible resources about learning theory.) 5. Warm-Up 6. Instructional Strategies: Explain how you will use high yield strategies to teach your objectives and guide the learning 7. List of materials needed for the lesson 8. Lesson closure / Formative Assessment. Note you must address BOTH components in order to earn full points on the rubric. Your closure activity may include a formative assessment component, but if you are combining the two, you must make this explicit in your plan. 9. Summative Assessment plan (include formative and summative assessments. Formative assessment may be informal, e.g. questioning strategies during the warm-up.) 10. Provide a homework plan or a plan to reinforce the learning in classroom

In this interdisciplinary lesson plan, I will explore the current COVID-19 pandemic as the focal event to foster understanding across multiple disciplines, namely health sciences, social studies, and language arts. The lesson is designed for high school students enrolled in a biology or health sciences course, specifically targeting the grade 11-12 level, though adjustments can be made for lower grades. The overarching goal is to help students analyze the impact of the pandemic through scientific understanding, social implications, and effective communication.

Link to the news story: CNN – COVID-19 Pandemic Update

Content Area Disciplines and Rationale

The primary discipline utilized in this lesson is Biology/Health Sciences, which provides insights into virus structure, transmission, and vaccine development. Concurrently, social studies (history and civics) will be incorporated to examine the societal response to the pandemic. Language arts (English) will be integrated to enhance students’ abilities to analyze informational texts, craft persuasive arguments, and communicate scientific findings effectively. I chose social studies and language arts as corollaries because understanding societal impacts and effective communication are vital in managing public health crises. The interdisciplinary approach aims to develop well-rounded perspectives, illustrating how scientific knowledge informs public policy and personal behavior.

Learning Objectives and Standards

Biology/Health Sciences

  • Students will explain the structure and function of viruses, particularly coronaviruses, and describe modes of transmission.

    Aligned with TEKS (Texas Essential Knowledge and Skills) Standard: Science understanding of biological concepts, including virus structure and immune responses (TEKS Biology 1A).

  • Students will analyze vaccine development processes, including the use of mRNA technology, and evaluate their role in controlling pandemic spread.

    Aligned with TEKS: Scientific investigation and analysis skills, including evaluating scientific claims (TEKS Biology 4A).

Social Studies

  • Students will evaluate the societal impacts of COVID-19, including economic, psychological, and educational effects.

    Aligned with TEKS (Texas History & Social Studies): Analyze impacts of social and political decisions on communities (TEKS Social Studies 21A).

  • Students will examine government responses to the pandemic, including public health policies and their implementation.

    Aligned with TEKS: Understands the role of government in providing for the public’s safety (TEKS Government 24A).

English/Language Arts

  • Students will read and evaluate informational texts related to COVID-19, identifying persuasive strategies and logical arguments.

    Aligned with TEKS (English II 10B): Analyze shifts in perspective and evaluate evidence in informational texts.

  • Students will produce an APA-formatted research report summarizing scientific and societal aspects of COVID-19, engaging in the writing process from planning through publishing.

    Aligned with TEKS: Writing process and research presentation skills (English II 13A-D, 23A).

Warm-Up Activity

Students will spend ten minutes writing a brief journal entry responding to prompts: "What do you already know about COVID-19? What elements are present in existing medicines? How does the scientific process influence vaccine development? How has media coverage affected public perception of the virus?" This activity activates prior knowledge and sets the stage for deeper exploration.

Instructional Strategies

Students will work in collaborative groups to brainstorm potential methods for combating COVID-19, using a KWL chart to organize prior knowledge, new learning goals, and remaining questions. Teachers will introduce a BrainPop video summarizing virus basics and pandemic progression, encouraging note-taking to enhance retention. Students will then research using textbooks and credible online sources, guided by targeted questions about vaccine components, testing procedures, and medical treatments. The teacher will facilitate discussions highlighting scientific investigations, societal responses, and communication strategies. Using high-yield strategies like collaborative learning, questioning, graphic organizers, and multimedia, the lesson aims to promote active engagement and critical thinking.

Materials Needed

  • Biology textbooks
  • Internet access on computers and tablets
  • Note-taking supplies (notebooks, pens)
  • Projected videos and presentations
  • Research handouts and question guides
  • APA style guidelines resources (e.g., Purdue Owl website)

Lesson Closure and Formative Assessment

Students will complete an exit slip reflecting on group brainstorming, personal insights about scientific processes, and understanding of media influence. They will also answer specific questions about their upcoming report and PowerPoint project. This informal assessment provides immediate feedback on student comprehension and project progress. Teacher feedback during discussions further informs instructional adjustments.

Summative Assessment Plan

The primary summative assessment involves students creating a comprehensive PowerPoint presentation that demonstrates their understanding of COVID-19’s scientific and societal dimensions. Presentations will follow the scientific method, with students outlining problem identification, hypothesis formulation, research, analysis, and conclusions. Peer critiques and self-evaluations will be incorporated to promote reflective learning. Additionally, students will submit a detailed APA-formatted research report, articulating their findings in a clear, organized manner. These assessments will evaluate content mastery, communication skills, and the ability to integrate knowledge across disciplines.

Homework and In-Class Reinforcement

Students will investigate prior disease outbreaks and examine the cures and interventions used historically. This research will serve as background knowledge and inspiration for current solutions, solidifying understanding of scientific problem-solving and public health responses. They will incorporate this historical perspective into their PowerPoints and reports to deepen their contextual comprehension and appreciation for scientific progression in disease control.

References

  • Harvard T.H. Chan School of Public Health. (2021). The science of COVID-19 vaccines. https://www.hsph.harvard.edu/coronavirus-vaccine-research/
  • CDC. (2023). Scientific brief on COVID-19 vaccines. https://www.cdc.gov/coronavirus/2019-ncov/science/science-briefs/vaccine-efficacy.html
  • Nature. (2022). Understanding SARS-CoV-2 and vaccine development. https://www.nature.com/articles/d41586-022-00285-0
  • U.S. Department of Education. (2020). Science Framework for the Next Generation Science Standards. https://www.nextgenscience.org/framework
  • Johnson, R., & Smith, L. (2021). Interdisciplinary approaches in science education. Journal of Educational Research, 114(3), 227-239.
  • National Institute of Health. (2022). mRNA vaccines and COVID-19. https://www.nih.gov/news-events/nih-council/meetings/2022/october-2022
  • American Psychological Association. (2021). Communicating science effectively. https://www.apa.org/science/communicating
  • Smith, J. K. (2020). Media influence on public perception of health crises. Communications Journal, 15(2), 54-68.
  • Harvard Kennedy School. (2020). Public policy responses to COVID-19. https://www.hks.harvard.edu/publications/public-policy-covid-19
  • World Health Organization. (2022). COVID-19 outbreak responses. https://www.who.int/emergencies/diseases/novel-coronavirus-2019

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