Infection Insight: Math and Health in Action

High School Grade

Project
2 weeks

Infection Insight: Math and Health in Action

LaCleder Odom

CCSS.Math.Content.HSF-IF.A.2

CCSS.Math.Content.HSF-IF.B.4

CCSS.Math.Content.HSF-BF.B.3

CCSS.Math.Content.HSF-IF.A.2

CCSS.Math.Content.HSF-IF.B.4

+ 4 more

Purpose

The purpose of this project is to engage high school students in a real-world exploration of disease spread through the lens of exponential and logistic functions. By analyzing and modeling infection rates, students will develop a deeper understanding of mathematical concepts while applying them to public health scenarios. This project aims to enhance students' computational and logical thinking skills, foster critical analysis of patterns, and encourage the creation of impactful public health campaigns. Through collaboration with local health officials, students will gain authentic insights and utilize current data to inform their projects, culminating in a community-focused Math & Health Expo.

Learning goals

Students will explore and model the spread of diseases using exponential and logistic functions, analyzing key points such as initial spread rate, peak infection, and decline. They will interpret graphs and tables to understand the relationship between variables and apply function notation to real-world contexts. By collaborating with the local health department, students will integrate authentic data into their analysis, developing computational and logical thinking skills. The project culminates in a public health campaign where students present their findings and recommendations, demonstrating their understanding of mathematical concepts and public health strategies.

Standards

CCSS.Math.Content.HSF-IF.A.2 - Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
CCSS.Math.Content.HSF-IF.B.4 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
CCSS.Math.Content.HSF-BF.B.3 - Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
CCSS.Math.Content.HSF-IF.A.2 - Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
CCSS.Math.Content.HSF-IF.B.4 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
CCSS.Math.Content.HSF-BF.B.3 - Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Competencies

Masters of All Fundamental Literacies - Computational Thinking - Stating and restating a problem (FL.MST.1.c)
Masters of All Fundamental Literacies - Computational Thinking - Analyzing patterns (FL.MST.1.d)
Original Thinkers for an Uncertain World - Logical Thinking - Language and evidence (OT.Crit.2.a)

Products

Students will create a comprehensive public health campaign, which includes a video presentation and supplementary materials such as infographics or brochures. These materials will utilize mathematical models to illustrate how specific behaviors influence disease transmission. The campaign is designed to educate the community on effective prevention strategies, using real-world data and insights gained from collaboration with the local health department.

Launch

Begin the project with an interactive simulation where students observe the spread of a fictional disease in a virtual environment. Facilitate a discussion on their observations, prompting them to consider factors affecting infection rates and recovery. Introduce the essential question, guiding students to think about how mathematical models can represent these dynamics. Conclude with a brainstorming session where students generate initial hypotheses about disease spread, setting the stage for their research and analysis.

Exhibition

Students will showcase their public health campaigns at a 'Math & Health Expo,' presenting their video presentations and materials to peers, teachers, and community members. The event will feature a Q&A session with a local health department official, allowing students to discuss their findings and receive feedback. This interactive setting encourages dialogue and provides an authentic platform for students to demonstrate their understanding of mathematical models and public health strategies.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Day 1: Launch the project with an interactive simulation using an online tool to visualize the spread of a fictional disease. Facilitate a group discussion to observe various factors influencing infection rates.	Day 2: Introduce exponential and logistic functions. Students work in pairs to explore these functions using graphing software, focusing on initial spread rate and peak infection.	Day 3: Analyze real-world disease data provided by the local health department. Students identify key points such as peak infection and decline in the dataset and create initial graphs.	Day 4: Collaborative group activity where students experiment with the effects of modifying function parameters (k) on graphs using technology. Discuss how changes represent different infection control measures.	Day 5: Reflection activity where students map their learning journey, noting mathematical insights and socio-emotional growth. Encourage students to share key moments in small groups.
Deliverables	1. Completed graphs and initial analysis of real-world disease data. 2. Reflection journal entry mapping key learning insights and challenges.
Preparation	1. Prepare access to online simulation tools and graphing software. 2. Coordinate with the local health department to obtain real-world disease data sets. 3. Create a guide for analyzing exponential and logistic functions. 4. Develop a reflection prompt to guide students in mapping their learning journey.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Day 6: Begin the week by inviting a public health official for a guest lecture. Students will have the opportunity to ask questions and discuss real-world applications of the data they've been analyzing.	Day 7: Students collaborate in groups to finalize their mathematical models and integrate them into their public health campaign materials. They focus on creating clear, data-driven messages that address the essential question.	Day 8: Students work on developing the video component of their public health campaign. They storyboard their videos, script their narratives, and allocate roles for filming and editing.	Day 9: Conduct a peer review session where groups present drafts of their campaigns to other groups for feedback. Focus on the clarity of mathematical explanations and effectiveness in communicating public health strategies.	Day 10: Students make final revisions to their campaigns based on peer feedback. Prepare for the Math & Health Expo by rehearsing presentations and setting up exhibits.
Deliverables	1. Completed public health campaign materials, including a video presentation and any supplementary materials such as infographics or brochures. 2. A reflection journal entry summarizing the learning journey, insights gained, and challenges faced during the project.
Preparation	1. Coordinate with the local health department for the guest speaker session and ensure technology is set up for virtual or in-person visits. 2. Provide resources and guidelines for video creation, including access to editing software and equipment if needed. 3. Develop a rubric for peer review sessions, focusing on mathematical accuracy and communication effectiveness. 4. Prepare the venue and logistics for the Math & Health Expo, including invitations to community members and the local health department.