1. Students Demonstrate Comprenehnsion
1.1. Students will create a model of the evolution of staph infection to MRSA They will revise and add to the model throughout the unit.
1.2. Applying what they learned about evolution in the first part of the unit, they will then create a model that explains why the COVID-19 infection rate is higher than similar infections.
2. Motivation and Engagment
2.1. Motivation is achieved through the investigative nature of our unit, I am presenting them with phenomenon, and they are responsible for figuring out the answers.
2.1.1. According to Wu and Wu (2020), motivaiton is achieved in PBL "By engaging students in experimental activities for two semesters, this study investigated differences between high- and low-creativity learners in terms of cognition, personal motivation, and personality traits" (pg. 1)
2.2. Engagement will be achieved by studying topics that are relavent to public health and the current state of affairs in our country, as well as globally.
2.2.1. Viswambaran and Shafeek (2019) assert that PBL "encourage[s] continuous student engagement" (pg. 2). The findings of their study suggest PBL results in"an improvement in student engagement. Students were motivated for deep learning." (pg. 5)
3. Presentation Methods
3.1. Project-based Learning
3.1.1. First investigating the case of Addie, a young girl with MRSA. Through their investigation they will learn why medically resistant staph infections have become prevalent in today's society, and how staph infections evolved in response to common anti-biotic prescription and misuse.
3.1.1.1. Next students will conduct research on why the rate of infection of COVID-19 is so much greater than similar infections (influenza).
3.2. Labratory Investigation
3.2.1. Students will conduct labratory investigations in which they collect and culture bacteria around campus to determine the locations with the most bacteria.