To Your Health!

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SWBAT apply principles of probability to make good decisions about medical procedures.

Big Idea

Do you really need to get that shot? Look at the probabilities to help make a decision

Set the Stage

5 minutes

I begin this lesson with the following question on my board:  "Should flu shots be mandatory?"  My students usually get pretty heated about this, especially those who don't like shots!  My video explains further why I chose this topic.  I allow them to discuss/debate the question for a few moments then explain that today we will be researching to find more information to help make decisions like this. 


Put It Into Action

40 minutes

Your students will need access to the internet for research for this lesson.  I have chromebooks available for classroom use, but you could also take your students to a computer lab.  I tell to my students that they may work with a partner of their choice and advise them to choose wisely because they will need to make good use of their time.  I distribute the Flu Shot Research worksheet, briefly review what we've learned about Good Stats! in our last unit and tell them they have about 20 minutes to collect their information.  (MP5, MP6)  After about 20 minutes or when everyone is done, I explain that now they will be using the information they collected to write an opinion supported by mathematical evidence about whether or not flu shots should be mandatory, then will create a public service flyer to spread the word.  I distribute the Flu Shot Opinion Paper and Flyer handout and tell my students that they have about 20 minutes to complete this activity and be prepared to share their flyer with the class.  (MP2, MP3)  While their working I walk around offering encouragement and assistance if necessary.  Most students struggle more with the writing than with the actual probability, so I try to ask questions that help give them direction like "Does most of your evidence support or refute the statement?" and " What evidence did you find to support mandatory flu shots? to refute them?" 


Wrap It Up

5 minutes

After about 20 minutes or when everyone is done I ask for volunteers to share their flyers with the class and explain the math they used. (MP3)  If there's time, we also have a brief discussion about why different people reach different conclusions from the same probabilities.