Reflection: Grappling with Complexity Flu Tracking (Part 3/3) - Section 4: Student Activity: Comparing Flu Seasons/Preventing the Spread of the Flu


Here is my teacher reflection video that explains how I facilitate student revisions.  The process is also outlined below.  

This is my students' first academic writing exercise for the year. I highly scaffold to help students have success in their technical writing to start the year. First, I provide them with the outline that I want them to use for the essay. They must include the outline as headings for the sections of the essay.  

For this essay, students use the following outline:

A) Introduction

B) A Mild Flu Season

C) A Severe Flu Season

D) A Pandemic

E) How the flu is a model of genetic drift

F) Conclusion 

I remind students to state a claim.  Provide at least two to three supporting points of evidence. Then they need to provide their reasoning for the claim.  If students have completed all of the short writing assignments throughout the unit, then they have already have written a rough draft of the paper.  They can simply combine their responses on various assignments.

Here is a list of the responses about which the students wrote and in what lessons they are found on the Better Lesson site:  

A) Introduction:  One sentence summary from Flu Tracking (Day 1)

B) Description of a Mild season from worksheet from Flu Tracking (Day 2):  Looking for Patterns (This will include the data that is needed for a good discussion.)  

C) Description of a Severe Season from worksheet from Flu Tracking (Day 2):  Looking for Patterns (This will also include the data that is needed for a good discussion.)

D) Pandemic:  Flu Tracking (Day 3):  Comparing Flu Seasons

E) How the flu is a model of genetic drift:  Flu Tracking (Day 3): Comparing Flu Seasons, Understanding Genetic Drift (Day 1 and 2), Flu Tracking (Day 3): Powerpoint slides

F) Conclusion: Students should restate main ideas of paper.  

I do not require students to cite their sources in their rough draft. Instead in the next lesson, we go through the papers as a class and have them jot down the sources. Then we review how to cite sources within the text and write a works cited page.  Then students can write their final draft.  I give student two days to revise their essay.  The revision is done outside of class.  


  Grappling with Complexity: Facilitating Student Writing
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Flu Tracking (Part 3/3)

Unit 2: Viruses
Lesson 9 of 11

Objective: Students will analyze past and present influenza data to determine how epidemiologists evaluate a spread of the disease.

Big Idea: Will it be a bad flu season this year? Use actual data to track the spread of the true flu.

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Science, Biology / Life Science, Genetics, models / tables / graphs (rates of change), viruses
  46 minutes
a nurse vaccinates barack obama against
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