towards a malaria-free world - xplore health guide malaria.pdf · malaria is one of the world’s...

Towards a

malaria-free

world

DEVELOPED BY:

TEACHING GUIDE

www.xplorehealth.eu

TEACHING GUIDE / A WEIGHT CRISIS? / 2

WORKING SCENARIO

Malaria is one of the world’s biggest health issues.

This activities guide invites students to explore malaria and some of the lines of research being conducted to eradicate it, from prevention to vaccine research.

After completing a series of activities to learn about the biological basis of the disease, how the human body reacts to infection and what the main measures for malaria control are, students must take a stance, imagining that they are members of a summit, to discuss the strategy to adopt for a malaria-free world. Once they have made their decisions, the students will need to spread their opinion on blogs to get their message out to society and politicians.

As explained in the introduction to the student work document (page 3), to ensure that students take reasoned and joint decisions on this subject, the following work outline is suggested:

1. Students are organised into groups of 5.

2. They watch a short video and work through some basic documentation to get an idea of the biology of the disease.

3. They complete a series of activities to learn how the immune system reacts to malaria.

4. They interact with a virtual simulation to increase their awareness of the factors involved in controlling malaria.

5. Role play. Each student in the work group adopts a particular stance and defends it in a debate.

6. Reflection and evaluation on the most appropriate stance.

7. Creation of a digital poster to explain the decision they have reached as a group.

8. Sharing of the group’s stance on a blog and on social media.

Get informed and let people know what you think! This is the common slogan connecting all the suggested activities in this guide. The idea is that students participate in the knowledge society as responsible citizens.

CONTENT

The teaching activities in this Xplore Health module are designed for the following subjects and levels:

Year 10 Biology and Geology

Year 12 Science for the contemporary world

Year 13 Biology

The specific content covered in this sequence is:

Infectious diseases. Malaria.

Life cycle of Plasmodium.

The immune system.


Strategies for prevention, diagnosis, treatment and research into the control of malaria.

Vaccines.

Bioinformatics tools: BLAST and SwissProt (for year 13 Biology students only).

Ethical, legal and social aspects of malaria.

The content listed in the above table relates to the following curriculum content:

Year 10 (Decree 187/2015)

Group research project (linked to CC15).

Reading of third-party research (linked to CC16).

Health and disease (linked to CC10 and CC28).

The immune system as an effector responding to foreign substances in the body. Active and passive immunity. Vaccination (linked to CC10 and CC28).

Key stage 5 (Decree 142/2008)*

Content linked to the Science, Health and Lifestyles blog of Science for the contemporary world*:

Distinction between infectious and non-infectious diseases.

Identification and study of a disease and its social impact.

Knowledge and evaluation of healthy eating habits in disease prevention. Consideration of the epidemic phenomenon in the historical context and today.

Content of Key stage 5 Biology:

From genotype to phenotype

Study of proteins (with bioinformatics tools).

Bacteria and viruses in action

Characterisation of the health-disease binomial.

Analysis of the types of immune responses.

Interpretation of the immune system’s action with respect to vaccines.

Recognition of the advances of biomedicine in the treatment of infectious diseases and critical evaluation of access to these resources.

*The content of the Science for the contemporary world subject of the Spanish Education Act (LOE) was considered for the content of the Scientific culture subject.


TEACHING OBJECTIVES

A list of the learning objectives that students must reach by working through this module is detailed below. The aims are normally broken down into three categories (conceptual, procedural and behavioural). In the case of the objectives corresponding to a particular educational level and/or a specific activity, these are specified in brackets after the objective. These objectives are cross-disciplinary: in other words, they are achieved through various activities from the module, not including any additional reference.

Conceptual objectives

Know the general characteristics of the biology of a disease: malaria (section A).

Understand the main stages of the cycle of infection of Plasmodium (section A).

Understand the action of the immune system in relation to control of the disease (section B).

Be aware of diverse strategies for controlling the disease: prevention, diagnosis, treatment and research.

Procedural objectives

Encourage group work using various strategies: the puzzle technique (section A), the rotating page technique (Key stage 4 only, section B.e.i) and the number technique (Key stage 4 only, section B.e.i) and PlayDecided (section D).

Produce several written documents to organise ideas and learning: reports (Key stage 4, activity A.5 and activity B.e.ii and Key stage 5, activity 6A), cards (Key stage 5 only, activity A.7), leaflets (Key stage 4 only, activity B.e.i), presentation (Key stage 5 only, section B) and digital poster (section E).

Behavioural objectives

Listen to and respect the work and opinions of classmates in all group activities.

Evaluate the work of classmates and suggest ways to improve it.


COMPETENCES ACQUIRED

This section will cover the competences acquired throughout the module. First of all, we will concentrate on the broad, scientific/technological competences which are acquired as part of compulsory secondary education. We will then look at the general competences required for Key stage 5, as well as the specific competences of the different subjects used in this module: Biology and Science for the contemporary world or Scientific culture (depending on the reference syllabus).

Year 10 (Decree 187/2015)

Contributions to Key stage 4 transversal competences

Communication competence

In this activities guide, students will acquire this competence through various activities requiring the following:

Oral interaction in the work group.

The presentation of results to the group/class (section E and Key stage 5 only, section B).

The production of diverse written documents: reports (Key stage 4, activity A.5 and activity B.e.ii and Key stage 5, activity 6A), cards (Key stage 5 only, activity A.7), leaflets (Key stage 4 only, activity B.e.i), presentation (Key stage 5 only, section B) and digital poster (section E).

Digital competence

This competence is covered throughout the activity sequence:

Production of diverse written documents using a wide variety of digital tools: reports (Key stage 4, activity A.5 and activity B.e.ii and Key stage 5, activity 6A), cards (Key stage 5 only, activity A.7), leaflets (Key stage 4 only, activity B.e.i), presentation (Key stage 5 only, section B) and digital poster (section E).

Use of bioinformatics tools (Key stage 5 only, section B, group 1.d).

Performance of virtual experiments (Key stage 5 only, section B, group 1.d and group 2.a).

Playing virtual games (section C).

Publishing conclusions on a blog (section E).

Personal and social competence

Ability to work in a group, listening to and respecting the contributions of others and suggesting ways to improve the group’s overall performance.

Ability to organise the required tasks, both individually and as a group.

Contributions to scientific and technological competences

These competences are acquired throughout the activities guide. The generic statement for the competence now follows:

Dimension: exploration of natural and everyday phenomena

Competence 5. Use scientific reasoning to solve everyday problems. Analysis of a problem situation that needs to be improved using scientific criteria.


Competence 6. Recognise and apply the processes involved in creating and confirming scientific knowledge. Demonstrate that scientific knowledge is based on problems that require solving.

Health dimension

Competence 12. Adopt preventive measures and healthy habits on an individual and social level based on knowledge regarding the human body’s strategies for detecting and responding to disease. Be able to interpret the consequences, disorders and diseases that risk behaviours cause to these systems. Promote actions to prevent risk behaviours.

Key stage 5 (Decree 142/2008)

Contributions to general Key stage 5 competences

Communication competence

Learn to communicate science: describe, explain, present, give reasons and argue.

Make critical, rational and logical arguments. Debate and defend your own ideas in the dialogue game on ethical, legal and social aspects.

Develop tools to support the understanding of scientific discourse. Produce a leaflet and a digital poster.

Research competence

Analyse problems and propose actions to solve them.

Competence in managing and dealing with information

Analyse and summarise scientific information obtained from different sources and formats.

Access to public databases. Access to the SWISSPROT database and use of the BLAST program.

Prepare media for the presentation and reporting of results. Produce a leaflet, a digital presentation, and a digital poster.

Personal and interpersonal competence

Form a critical opinion on some of the general problems of modern society.

Ability to think critically, listen and put ourselves in the place of others. Discussion of ethical, legal and social aspects.

Ability to assess your own work and that of other group members.

Ability to self-regulate learning.

Knowledge and interaction with the physical world

Evaluate and think carefully before giving your opinion on human living conditions.

Understand the role of science in the balanced development of the different regions of the world.

Contributions to specific subject competences (Science for the contemporary world and Biology)


Investigation competence

Ask yourself scientific questions.

Look for evidence.

Make inferences.

Competence in the social and civic dimension of science and technology

Understand the social processes determining how scientific knowledge is obtained and how it is reported, represented, argued and communicated to society.

Competence in reflecting on the nature of science

Make informed decisions on how to encourage healthy habits.

Understand the role of science in the balanced development of the different regions of the world.


PROPOSALS FOR TEACHING SEQUENCE

In this section, we present various teaching sequences that can be carried out with the set of activities in the module “Towards a malaria-free world”. Each of them is accompanied by a brief description of its characteristics and a teaching justification for the proposal.

PROPOSAL 1: Yr10_complete (8h)

Description: complete sequence of activities for year 10.

Teaching justification: students start with the assignment that they are asked to do in the introductory section of the student work document, discovering the biology of the disease, how the immune system works, and the ethical, legal and social aspects of the disease.

Session

1

Session

2

Session

3

Session

4

Session

5

Session

6

Session

7

Session

8

Initial

presentation activity

(30 min)

Introduction to the biology

of the disease I:

video (30 min)

Introduction to the

biology of the disease

II: group work with the puzzle technique (60 min)

The

immune system and malaria I:

game (60 min)

The immune

system and malaria II: summary

report (60 min)

What can be done to

control malaria? (35 min)

Presentation

of PlayDecided

(25 min)

PlayDecided I: information and debate

(60 min)

PlayDecided II: list of

measures and agreed

stance (60 min)

Presentation

of digital posters and

oral presentation

(60 min)


PROPOSAL 2: Yr10_abbrev (4h)

Description: activity sequence focusing on the biology of the disease and the functioning of the immune system for year 10.

Teaching justification: students learn about the biology of the disease and the functioning of the immune system.

Session 1 Session 2 Session 3 Session 4

Introduction to the biology of the disease I: video (30 min)

Introduction to the biology of the disease II: group work

starts with the puzzle technique (30 min)

Introduction to the biology of the disease II: group work

starts with the puzzle technique (60 min)

The immune system and malaria I: game (60 min)

The immune system and malaria II: summary report

(60 min)


PROPOSAL 3: Science for the contemporary world YR12_complete (8 h)

Description: complete sequence of activities for the year 12 subject Science for the contemporary world.

Teaching justification: students start with the assignment that they are asked to do in the introductory section of the student work document, discovering the biology of the disease, how the immune system works (basics), and the ethical, legal and social aspects of the disease.

Session

1

Session

2

Session

3

Session

4

Session

5

Session

6

Session

7

Session

8

Initial

presentation activity

(30 min)

Introduction to the biology of the disease I: video (30 min)

Introduction to the biology of the disease II:

group work with the puzzle

technique (60 min)

The immune

system and malaria I:

game (60 min)

The

immune system and malaria II: summary

report (60 min)

What can be done to control

malaria? (35 min)

Presentation of

PlayDecided (25 min)

PlayDecided I: information and debate

(60 min)

PlayDecided

II: list of measures

and agreed stance

(60 min)

Presentation

of digital posters and

oral presentation

(60 min)


PROPOSAL 4: Biology YR13_abbrev

Description: activity sequence focusing on the biology of the disease and the functioning of the immune system for year 13 Biology.

Teaching justification: students learn about the biology of the disease and the functioning of the immune system.

Introduction to the biology of

the disease I: video (30’)

Introduction to the biology of the disease II: group work with the puzzle technique

(30 min)

Introduction to the

biology of the disease II: group work with the

puzzle technique (60 min)

Malaria and the immune system I:

group work (180 min)

Malaria and the immune

system I: group work (180 min)

Session 1 Session 2 Sessions 3, 4 and 5

Sessions 6 and 7


TEACHING ACTIVITIES

We will now explain the different teaching activities proposed in the general sequence: they are placed at the relevant level, an accurate description is made of each one, the content covered is listed, different classroom dynamics are proposed (which you will find described in the Appendix 1), as well as control and evaluation activities (see evaluation tools in the section of the same name). Finally, a timing is suggested for each activity.

LEVEL KEY STAGES 4 AND 5

TITLE: INITIAL ACTIVITY (I) (pages 2 and 3 of the student work document)

DESCRIPTION CONTENT COVERED*

PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION

TIMING

Introductory activity that presents the objectives and the steps to achieving them. The resources used in this introductory activity are also designed to mark the starting point for students.

Concepts related to the management of the disease:

Prevention.

Education.

Research.

Diagnosis.

Treatment.

1. Read aloud pages 2 and 3 of the document with the whole group/class. We recommend emphasising the following aspects during reading:

Disease clock (paragraph 1). Project the data and ask the students what they would highlight about malaria.

Control, education, research and treatment (paragraph 2). Ask the students if they know of any examples of each measure for malaria. Make sure that they understand the meaning of these concepts.

Stances (paragraph 4). After reading them, ask the students which stance they would take. Record the results and save them for the final activity.

Steps to take (paragraph 7). Form work groups. These need to be cooperative. They can either be organised by the teacher or the students can be given the flexibility to choose who they want to work with (see proposal in Appendix 1).

In Appendix 1 you will find a description of the teaching methods mentioned in this table.

The purpose of the proposed activities is for the students and teacher to know their starting point in the topic that they are going to cover (initial evaluation).

It is important for the teacher to record the stances of the students to compare them with those in the final activity of this teaching sequence, to see how the stances of the students in the group have evolved and to discuss the reasons for any changes.

20 minutes

http://www.poodwaddle.com/worldclock/hea1/


LEVEL KEY STAGES 4 AND 5 TITLE: INITIAL ACTIVITY (II) (pages 2 and 3 of the student work document)

DESCRIPTION CONTENT COVERED PROPOSAL FOR CLASSROOM

TEACHING CONTROL AND EVALUATION

TIMING

Introductory activity that presents the objectives and the steps to achieving them. The resources used in this introductory activity are also designed to mark the starting point for students.

Concepts related to the management of the disease:

Prevention.

Education.

Research.

Diagnosis.

Treatment.

2. Students watch the video “Malaria: ethical aspects” (paragraph 8) (duration: 3 min 23 s). Before watching the video again, the teacher must ask the students two questions, the answers to which can be found in the video:

Why do malaria and poverty go hand in hand?

What are the factors preventing eradication of the disease?

After watching the video, record the students’ answers to the initial questions.

The purpose of the proposed activities is for the students and teacher to know their starting point in the topic that they are going to cover (initial evaluation).

10 minutes

http://www.xplorehealth.eu/en/media/malaria-ethical-issues



TITLE: INTRODUCTION TO THE BIOLOGY OF THE DISEASE (I) (page 4 – Key stage 4 – and 6 – Key stage 5 – of the student work document)

DESCRIPTION CONTENT COVERED

PROPOSAL FOR CLASSROOM TEACHING

CONTROL AND EVALUATION TIMING

Based on a series of documents and what they have seen in a video on the Xplore Health page, students must formulate their answers to a series of questions about malaria.

General characteristics of malaria as an infectious disease.


Research into a malaria vaccine.

Preventative measures.

Epidemiology of the disease.

1. Students watch the video “Working for a malaria-free world” (duration 5 min). Students are asked question 3 (page 4 of the document) as set out in the document.

2. Students watch the video “Working for a malaria-free world” again (duration 5 min). Before watching the video again, the teacher must ask the students two questions, the answers to which can be found in the video:

Why do malaria and poverty go hand in hand?

What are the factors preventing eradication of the disease?

3. The two questions are answered by the whole class.

The teacher should encourage discussion between groups of students to deal with the ideas in the “Working for a malaria-free world” video.

The teacher should make sure that the following ideas are covered, incorporating them into the discussion if they are not mentioned: Anopheles mosquito, symptoms, risk groups, relationship between malaria and inequalities, affected regions, reasons for its eradication in Europe, Plasmodium, cycle of infection, incubation period, mosquito nets and sprays, the problem of resistance of certain strains, natural immunity, vaccines and initiatives to eradicate the disease.

20 minutes

5 minutes

5 minutes

http://www.xplorehealth.eu/en/media/working-malaria-free-world




LEVEL Key stage 4

TITLE: 2.1 INTRODUCTION TO THE BIOLOGY OF THE DISEASE (II) (pages 4 and 5 of the student work document)


PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION TIMING


General characteristics of malaria as an infectious disease.


Research into a malaria vaccine.

Preventative measures.

Epidemiology of the disease.

1. Completion of point 4 using the puzzle technique (Appendix 1).

Panel of experts.

The students answer questions in their initial work groups.

Each work group appoints a secretary. When answering the questions in the initial work groups (stage 2 of the puzzle technique), the Secretary writes down a summary of the answer to each question on a minutes sheet (Appendix 1) handed out by the teacher.

2. Correction of the “minutes sheets” of another group. Each student group receives the minutes sheet of another group and makes suggestions to improve the written answers in the relevant table.

3. The “minutes sheets” are returned to the original groups and a discussion of the suggestions follows.

4. Summary assignment as homework: activities 5a and 5b. The teacher explains the activity and hands out the rubric to evaluate it (Appendix 1).


Each group of students proposes improvements to the minutes sheet written up by the secretary of another group (Appendix 1).

We recommend that teachers suggest including these words in the report (activity 5b): Anopheles, Plasmodium, cycle of infection, affected regions, risk groups, eradication in Europe, travel to countries with the disease, preventive measures.

Hand out a checklist to students with the report evaluation criteria.

You will find the tools mentioned here in the evaluation section.

(30 minutes)

15 minutes +

15 minutes

15 minutes

10 minutes

5 minutes



LEVEL KEY STAGE 5

TITLE: INTRODUCTION TO THE BIOLOGY OF THE DISEASE (II) (pages 6 and 7 of the student work document)

DESCRIPTION CONTENT COVERED PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION

TIMING


Policies and funding for the control of malaria.

Progress in vector control.

Progress in chemoprevention.

Progress in diagnosis and treatment.

Impact of malaria control measures.

1. Completion of point 4 using the puzzle technique (Appendix 1).

Panel of experts.

The students answer questions in their initial work groups.

Each work group appoints a secretary. When answering the questions in the initial work groups (stage 2 of the puzzle technique), the secretary writes down a summary of the answer to each question on a minutes sheet (Appendix 1) handed out by the teacher.

2. Correction of the “minutes sheets” of another group. Each student group receives the minutes sheet of another group and makes suggestions to improve the written answers in the relevant table.

3. The “minutes sheets” are returned to the original groups and a discussion of the suggestions follows.

4. Summary assignment as homework: activity 6 (individual).


Each group of students proposes improvements to the minutes sheet written up by the secretary of another group (Appendix 1).

We suggest that the summary assignments (activity 6) are evaluated by the teacher.

Activity 7 is also a summary activity allowing students to draw on all the information about malaria covered in this sequence.


(35 minutes)

20 minutes +

15 minutes

10 minutes

10 minutes

5 minutes



LEVEL Key stage 4 TITLE: THE IMMUNE SYSTEM AND MALARIA (I) (pages 8 and 9 of the student work document)



Students watch a video introducing them to the functioning of vaccines and, hence, the immune system.

Immunity.

Types of immunity: innate and acquired.

Elements involved in the immune response.

Vaccines.

1. Students watch the video “A shelter from malaria” (duration 5 min 20 s). Before watching the video, the teacher should encourage students to pay special attention to the following points:

Objectives of the Mal055-Immuno study.

Effectiveness of the vaccine.

Where is the study conducted.

Some vaccines do not work. Why?

After watching the video, these questions are asked to the whole group, which gives its answers orally.

2. Game: THE MALARIA BOX. The game can be used as a support tool to help students understand the functioning of certain elements of the immune system in the video: antibodies, B cells and T cells. We recommend that the teacher has the material (Appendix 1) written down and directs the game following the instructions for play (pages 8-9).

3. Clarifying concepts: to end the session, the students, in their work groups, are asked to relate the materials used with the element representing the immune system (without looking at the dossier).


The work on the video “A shelter from malaria” should serve to introduce students to certain concepts of the immune system and to familiarise them with a research project, Mal055-Immuno.

The number of students infected by each type of Plasmodium is written on the board (Appendix 1). The students can be asked to search at home for information on the type of Plasmodium (activity b.i) the day before the game, or it can be given to them directly on the day of the game.

This activity should serve as a starting point for the text that they will write in the following session.


15 minutes

35 minutes

10 minutes

http://www.xplorehealth.eu/en/media/shelter-malaria

http://www.xplorehealth.eu/en/media/shelter-malaria


LEVEL Key stage 4

TITLE: THE IMMUNE SYSTEM AND MALARIA (I) (pages 8 and 9 of the student work document)


PROPOSAL FOR CLASSROOM TEACHING

CONTROL AND EVALUATION TIMING

Students watch a video introducing them to the functioning of vaccines and, hence, the immune system.

Immunity.

Types of immunity: innate and acquired.

Elements involved in the immune response.

Vaccines.

1. Completion of the final activity e.i combining the rotating page and number techniques (Appendix 1).

Construction of the report and the accompanying glossary using the rotating page technique.

Solution of the task with the whole group using the number technique.

2. The leaflet (activity e.ii) will be done in the initial working groups and at home. The teacher must share the ß that they will use to evaluate the leaflets so that students are aware which criteria will be used to evaluate them.


Activity e.i is a summary activity. When solving the task as a class (after working on it in the initial work groups), a text is constructed on the board, which must be given to the students later.

The leaflet is an evaluation activity. See the evaluation criteria for this leaflet in the relevant checklist (Appendix 1). Hand out the checklist to students with the report evaluation criteria so that they can conduct a self-evaluation.


30 minutes

25 minutes

5 minutes

(explanation of the evaluation criteria) and homework


LEVEL KEY STAGE 5 TITLE: 3.1 THE IMMUNE SYSTEM AND MALARIA (pages 10-16 of the student work document)


TEACHING CONTROL AND EVALUATION TIMING

A series of activities will be proposed, which will be shared out between 3 groups of students. These activities will cover:

The biology of Plasmodium.

The immune system and the development of a vaccine.

Treatments for the disease.


Protein synthesis.

BLAST and SwissProt Database.

Malaria diagnosis.

Elements of the immune system.

Clonal selection.

Development of a vaccine.

Malaria treatments.

Resistance to pharmaceuticals for treating malaria.

1. Group work. The activities in this section are split into three areas: the biology of Plasmodium, the development of a vaccine and the treatment of the disease. Groups of 4-5 students will be formed (these may be the same groups as used in the previous group activities). There will be three types of groups, each of which must complete the tasks for one of the areas. Three sessions are required to resolve the activities proposed in each area and prepare a presentation to show the other groups what they have been working on.

2. Presentation of group results to the rest of the class.


In the first part, the teacher will guide the groups of students through any difficulties they encounter as they work through the activities. Then, at the end of the work period, the student activities and the presentation they have to prepare must be checked and suggestions for improvement should be offered.

Each work group must give a presentation. The other students will use a checklist (Appendix 1) to assess the support and the oral presentation.


Three 60-minute sessions

Two 60-minute sessions



TITLE: WHAT CAN BE DONE TO CONTROL MALARIA?


TEACHING CONTROL AND EVALUATION TIMING

The students discover the main measures to control malaria through a virtual game contextualised in a village in Africa.

Malaria control measures:

Treatment.

Diagnosis.

Prevention.

Education.

Research.

1. Virtual game: STOP MALARIA. During the game, the students in each group must distribute the work so that each person writes down the measures in one of the areas: treatment, diagnosis, prevention, education and current research.

2. Share the results. The strategies recorded by the different groups will be included in a table created with the contributions of all the groups in a class discussion.


The summary table will be shared with all the students when it is complete.


20 minutes-30 minutes

15 minutes-25 minutes

http://www.xplorehealth.eu/en/media/stop-malaria

http://www.xplorehealth.eu/en/media/stop-malaria



TITLE: LET’S HAVE A DEBATE!



Dialogue game where students have to adopt one of the stances proposed at the start of this guide and defend it in a debate.

Malaria control measures:

Treatment.

Diagnosis.

Prevention.

Education.

Research.

Ethical, legal and social aspects of malaria.

1. Preparation and introduction to the dialogue game. The teacher must have printed out the material for PlayDecided (one for each group of students) and explain how to play. The game board on page 26 of PlayDecided can be used to help students to follow the stages of the game. However, the teacher must have read the instructions on pages 3, 4 and 5 of the dossier carefully to be able to explain them to the students.

2. Information stage of the game. 3. Debating stage of the game. 4. Complete the list of measures for

treatment and diagnosis, prevention and education, and research started in the STOP MALARIA game.

5. Agreement on a common response and summary of arguments.

6. Creation of the digital poster. 7. Presentation of the digital poster and

conclusions to the rest of the class. 8. Publication of the poster and conclusions

on XploreCommunity and other relevant social media.

The first phase of this dialogue activity is key to ensure a good dynamic in the game. The teacher must ensure that the students understand how the dialogue works by continuously asking questions to the groups.

It would be an interesting exercise to compare the stances in the initial activity to the new ones. The students can be asked to write in a table which stance they defended at first and what their new stance is and to reflect on the reasons for the change as a group.

Read the checklist for evaluating the digital poster and its presentation to the rest of the class. The rubric is used by students to evaluate their own work and by classmates and the teacher to co-evaluate the poster and presentation (Appendix 1).

The publication of the poster and the conclusions on XploreCommunity can be awarded up to 1 point.


25 minutes

30 minutes

30 minutes

20 minutes

20 minutes

At home

60 minutes

At home

http://www.xplorehealth.eu/sites/default/files/PlayDecide%20Malaria%20EN_0.pdf




http://www.xplorehealth.eu/en/xploreblog

http://www.xplorehealth.eu/en/xploreblog


RECOMMENDATIONS AND TOOLS FOR EVALUATION

General evaluation criteria for the module

This sub-section covers all of the evaluation criteria for the activities in the module. If sequences are carried out incorporating only some of the activities, the corresponding criteria must be chosen from this list.


Provide an appropriate answer to a series of questions on the biology of the disease based on the analysis of written documents and the debate in groups of 5.

Produce a report on the possibility of the students contracting this disease.

Actively and constructively participate in a game whose object is to learn about how the immune system works.

Write a report on the action of the immune system.

Produce a leaflet to raise social awareness about the need for research to combat this disease.

Participate in a debate on the ethical, legal and social aspects of the disease.

Produce a digital poster describing the key aspects of control measures for the disease and give an oral presentation on it. Share your conclusions on the work you have done on “XploreCommunity”.

Key stage 5

Provide an appropriate answer to a series of questions on the biology of the disease based on the analysis of written documents and the debate in groups of 5.

Complete a data sheet with the main features of the biology of the disease.

Prepare a presentation on diverse topics related to the immune system and malaria, and give an oral presentation on it.

Participate in a debate on the ethical, legal and social aspects of the disease.

Produce a digital poster describing the key aspects of control measures for the disease and give an oral presentation on it. Share your conclusions on the work you have done on “XploreCommunity”.

Evaluation tools

This sub-section details the different evaluation tools in regard to the different teaching activities in the module, as well as recommendations for how they should be implemented.


Review the contents of the minutes sheet with the answers to diverse questions about the biology of the disease.

This control activity allows the various groups to receive input and suggestions to improve the answers that they have agreed to questions about the biology of the disease. This activity is co-evaluated.

Rubric for evaluating the report of activity 5b on page 5.

Students must be given this rubric before starting the activity in order to familiarise them with the evaluation criteria for this report. Students can use the rubric to evaluate their own work before handing it in to the teacher.


Rubric for evaluating the leaflet in activity e.ii on page 9.

Students must be given this rubric before starting the activity in order to familiarise them with the evaluation criteria for this leaflet. Students can also use the rubric to evaluate their own work before handing it in to the teacher.

Rubric for evaluating oral presentations.

Can be combined with the rubric for evaluating the content of digital posters to assess the formal aspects of the oral part of the presentation of a digital poster describing measures to control the disease. We recommend that this activity be co-evaluated.

Rubric for evaluating the content of digital posters describing measures to control the disease.

Can be combined with the previous rubric for evaluating oral presentations to evaluate digital posters describing measures to control the disease. We recommend that this activity be co-evaluated. Students can also use the rubric to evaluate their own work before handing it in. Up to 1 point will be awarded for circulating the digital poster and the conclusions on a blog.

For Key stage 5 subjects

Review the contents of the minutes sheet with the answers to diverse questions about the biology of the disease.

This control activity allows the various groups to receive input and suggestions to improve the answers that they have agreed to questions about the biology of the disease. This activity is co-evaluated.

Rubric for evaluating oral presentations.

Can be combined with the rubric for evaluating the content of presentations in the section “The immune system and malaria” to evaluate the formal aspects of the oral part of the presentation of content on the immune system and malaria.

Rubric for evaluating the content of the presentations for the section “The immune system and malaria” (Key stage 5)

Can be combined with the previous rubric for evaluating oral presentations to assess presentations for the section “The immune system and malaria”. We recommend that this activity be co-evaluated. Students can also use the rubric to evaluate their own work before handing it in.

Rubric for evaluating the content of digital posters describing measures to control the disease.

Can be combined with the rubric for evaluating oral presentations to evaluate digital posters describing measures to control the disease. We recommend that this activity be co-evaluated. Students can also use the rubric to evaluate their own work before handing it in. Up to 1 point will be awarded for circulating the digital poster and the conclusions on a blog.


APPENDIX 1

Proposal to create cooperative groups by giving students a degree of freedom to choose the groups

1. The teacher divides the group/class into 5 groups:

a) RED: the competence level of these students is advanced and they are usually willing to help their classmates.

b) ORANGE: the competence level of these students is advanced but they are not necessarily willing to help their classmates.

c) YELLOW: the competence level of these students is average.

d) GREEN: the competence level of these students is low.

e) BLUE: the competence level of these students is very low and they require help to complete the proposed activities.

(If the groups have an uneven distribution of student numbers, some students of a certain colour will need to be moved to another to even things out.)

(If this technique is used several times with the same students to form cooperative groups at different points of the year, we recommend changing the order of the colours each time so that they cannot be used to identify a specific student profile.)

2. The teacher hands out a card with the colour assigned to each student.

3. The teacher tells the students that they can form whatever groups they want but there is one rule: each group must have a card of each colour.

4. Once the work groups are formed, they are written down on a piece of paper and any problems are resolved by the teacher.

Group dynamics


PUZZLE TECHNIQUE

The puzzle (or jigsaw) technique is a cooperative learning technique designed to foster student learning and motivation by allowing them to share large amounts of information as a group. The coloured circles with numbers shown in the following diagrams bear no relation to the colours proposed in the previous suggestion for forming cooperative groups.

The two group typologies described in this technique should be heterogeneous with regard to the academic level of the students and other characteristics.

At stage 1, the initial groups are formed with 5 students in each. Each member of each group will work on a different topic.

At stage 2, groups of experts will be formed from the students in each initial group (or base group) working on the same subject. Each group learns about an aspect or series of content and must become a specialist in it. The students in this group of experts must investigate together to create a collective document. Each student is also required to tell the others what they have researched.

Formation of the initial group:

Sta

ge 1

Formation of groups of experts:

Sta

ge 2


At stage 3, the students get back into their initial groups. Each expert in the initial or base group must tell the other members of the group about what they have studied. Once all the experts have presented their content, they must demonstrate what they have learned by sitting a test or exam, or making presentation.

ROTATING PAGE

The teacher assigns a task to the work groups and a member of the group begins to write his or her part or contribution on a “rotating” page. The page is then passed on to the next classmate in a clockwise direction for them to write down their part of the work on the sheet; this continues until all the team members have participated in solving the task. While one person writes, the other members of the team need to read what is being written, discuss whether it is right or wrong, and correct it if necessary. All the members of the team are responsible for everything written on the “rotating page”, not just for their own part.

With this technique, each student can write their part with a different coloured pen (the same one used to write their name at the top of the sheet) so that each person’s contribution can be easily spotted.

THE NUMBER

The teacher gives the whole class an assignment. The students must complete the task in their work groups, making sure that all the members know how to do it properly. Each student from the class has a number (for example the one corresponding to them in alphabetical order). Once

Each student goes back to their original group with the

information and work completed in the group of experts:

Sta

ge 3


the time allocated for doing the task in work groups has elapsed, the teacher draws a random number from a bag in which there are as many numbers as students. The student with the number drawn has to explain the work they have done to the whole class. If they did it correctly, their work group gets a reward. In this case, only one student from one team can come out in front of the class. If there is more time, another number can be drawn so that another student (from a different base team) can give a presentation.


Minutes sheet for recording the answer to the questions in the “Introduction to the biology of the disease” section

Students in the work group:

Topic:

Answer to the question:


Students in the group who suggest improvements:

Suggested improvements:

Final text after incorporating the suggested improvements:


Material needed for the game “The malaria box”

The following material is needed for a group of 30 students:

6 boxes.

100 balloons in 4 different colours.

30 envelopes with cut-outs of balloons in different colours (pieces of coloured paper – of the same colour as the balloons –can be used).

30 balls of green modelling clay.

30 balls of blue modelling clay.

100 pins.


Evaluation tools

Checklist to evaluate the report of activity 5b on page 5 (Key stage 4)

Name of the students in the

group:

Evaluation criterion for the report in

activity 5b

SELF-EVALUATION BY THE GROUP

TEACHER EVALUATION

VG G A P VG G A P

Is the presentation organised and neat? (1 p)

1-0.75 0.75-0.5 0.5-0.25 0.25-0

Are the expression and spelling correct? (1 p)

1-0.75 0.75-0.5 0.5-0.25 0.25-0

Is the structure appropriate: introduction, development and conclusions? (1 p)

1-0.75 0.75-0.5 0.5-0.25 0.25-0

Does the development use the following words to present the arguments? (6 p)

Anopheles, Plasmodium, cycle of infection, affected regions, risk groups, eradication in Europe, travel to countries with the disease, preventive measures.

6-5 5-3 3-2 2-0

Do the conclusions tie in clearly and concisely with the activity statement? (1 p)

1-0.75 0.75-0.5 0.5-0.25 0.25-0


Checklist to evaluate the leaflet in activity e.ii on page 9 (Key stage 4)

Name of the students in the

group:

Evaluation criterion for the report in

activity 5b

SELF-EVALUATION BY THE GROUP

TEACHER EVALUATION

VG G A P VG G A P

Is the presentation organised and neat? (0.5 p)

0.5-0.4 0.4-0.3 0.3-0.2 0.2-0

Does the leaflet have a catchy title that will attract the attention of its target public? (0.5 p)

0.5-0.4 0.4-0.3 0.3-0.2 0.2-0


1-0.75 0.75-0.5 0.5-0.25 0.25-0


1-0.75 0.75-0.5 0.5-0.25 0.25-0

Are the following words used in the main text to explain the dynamics of the game? (6 p)

Antigen, antibody, T cell, B cell, innate immunity, acquired immunity.

6-5 5-3 3-2 2-0


Rubric for evaluating oral presentations (Key stages 4 and 5)

Very good (100%) Good (75%) Average (50%)

Room for improvement

(25%)

CONTENT

(5 p)

All key ideas are present.

Accurate terminology is used.

The content is presented in a

coherent order: presentation, introduction, development, conclusions.

Nearly all key ideas are present.

The terminology is sufficiently accurate.

The contents are presented in a

sufficiently coherent order.

Quite a few key ideas are missing.

The terminology is somewhat inaccurate.

The contents are presented in a

somewhat incoherent order.

Many key ideas are missing.

The terminology is very inaccurate.

The contents are presented in an

incoherent order.

SUPPORT

(1 p)

The support is schematic and visual.

There are neither spelling nor syntax

errors.

The images used are good quality.

The support is somewhat schematic

and visual.

There are few spelling and syntax errors.

The images used are of sufficient quality.

The support is not very schematic or

visual.

There are quite a few spelling and syntax

errors.

The images used are not of sufficient

quality.

The support is not schematic or visual.

There are many spelling and syntax

errors.

The images used are of poor quality.

VERBAL LANGUAGE

(1 p)

Rhythm, diction, tone, and intonation are very adequate.

The speech has continuity.

Rhythm, diction, tone, and intonation

are sufficiently adequate.

The speech has sufficient continuity.

Rhythm, diction, tone, and intonation are not sufficiently

adequate.

The speech does not have sufficient

continuity.

Rhythm, diction, tone, and intonation

are not adequate.

The speech does not have continuity.

NON-VERBAL

LANGUAGE (1 p)

Regularly looks at the audience.

Posture and gestures are very adequate.

Often looks at the audience.

Posture and gestures are sufficiently

adequate.

Does not look at the audience often.

Posture and gestures are not sufficiently

adequate.

Does not look at the audience.

Posture and gestures are not adequate.

MASTERY OF THE

SUBJECT (1 p)

It is clear that the subject has been

completely mastered.

Responds very well to questions posed by

classmates or by members of the

tribunal.

It is clear that the subject has been

sufficiently mastered.

Responds sufficiently well to questions

posed by classmates or by members of the

tribunal.

The subject has not been sufficiently

mastered.

Does not respond sufficiently well to questions posed by

classmates or by members of the

tribunal.

It is clear that the subject has not been

mastered.

Does not respond well to questions

posed by classmates or by members of the

tribunal.

INTERNAL COHESION

OF THE

A high level of cooperation among group members is

An sufficient level of cooperation among group members is

A insufficient level of cooperation among group members is

No cooperation among group


GROUP (1 p) clear. clear. clear. members is clear.

Checklist for evaluating the content of the presentations for the section “The immune system and malaria” (Key stage 5) (group 1: biology of Plasmodium)

Name of the students in the group:

Evaluation criterion for the content of the presentation of

group 1 THE BIOLOGY OF PLASMODIUM

SELF-EVALUATION

OF THE GROUP

EVALUATION OF THE

OTHER GROUPS

VG G A P VG G A P

Is the cycle of infection of Plasmodium and the proteins related to the immune response explained?

Are the main characteristics of the protein PtAP2-G presented, based on the bioinformatics tools consulted?

Is the design of the sampling campaign described?

Is the design of a diagnostic test to detect the parasite in the blood (blood smear or Luminex) described?


Checklist for evaluating the content of the presentations for the section “The immune system and malaria” (Key stage 5) (group 2: development of the vaccine)


GROUP 2: DEVELOPMENT OF THE VACCINE

Evaluation criterion for the content of the presentation of group 2 DEVELOPMENT OF

THE VACCINE

SELF-EVALUATION

OF THE GROUP

EVALUATION OF THE

OTHER GROUPS

VG G A P VG G A P

Are the different elements involved in the immune response explained (B cells, T cells, macrophages, granulocytes, dendritic cells and the complement system)?

Is the immune response to malaria described?

Are clonal selection and alternative splicing described?

Does it explain how the malaria vaccine is being investigated?


Checklist for evaluating the content of the presentations for the section “The immune system and malaria” (Key stage 5) (group 3: treatments)


GROUP 3: TREATING THE DISEASE

Evaluation criterion for the content of the presentation of

group 3 TREATING THE DISEASE

SELF-EVALUATION

OF THE GROUP

EVALUATION OF THE

OTHER GROUPS

VG G A P VG G A P

Are the available treatments analysed (how they act, who they are aimed at, problems with resistance)?

Is a report presented assessing the use of different treatments for the disease?

Does it weigh up the pros and cons of using nanoparticles in comparison to traditional treatments?

Are the available treatments analysed (how they act, who they are aimed at, problems with resistance)?


Checklist for evaluating the content of digital posters describing measures to control the disease (Key stages 4 and 5)


Evaluation criterion for the final digital poster

SELF-EVALUATION

OF THE GROUP

EVALUATION OF THE

OTHER GROUPS

VG G A P VG G A P

Is the presentation organised and neat? (0.5 p)

0.5-0.4 0.4-0.3 0.3-0.2 0.2-0

Does the poster have a catchy title that will attract the attention of its target public? (0.5 p)

0.5-0.4 0.4-0.3 0.3-0.2 0.2-0


1-0.75 0.75-0.5 0.5-0.25 0.25-0


1-0.75 0.75-0.5 0.5-0.25 0.25-0

Does the main text include… (6 p)

Prevention and education measures, diagnostic and treatment measures, importance of research and defence of the agreed stance?

6-5 5-3 3-2 2-0

Are the conclusions of the activity explained clearly and concisely? (1 p)

1-0.75 0.75-0.5 0.5-0.25 0.25-0

AUTHORS OF THIS TEACHING GUIDE:

Lluís Pages

TEACHING CONSULTANTS:

Marcel Costa and Miquel Nistal

COORDINATION:

Rosina Malagrida

DATE:

30 January 2016

DEVELOPED BY:

www.xplorehealth.eu

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