Running Head: VACCINE PROJECT

TEL 311 Signature Assignment

Vaccine Project

Karissa Sarsam

Arizona State University

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Vaccine Project

This paper will serve to explain and describe all the important details and aspects of my

project proposal. This particular project will be titled the “Vaccine Project” as it is designed to

teach students about all the biological, political, and social economic implications of this topic. I

chose this subject matter for my project because I believe that not only does it greatly relate to

biology on a cellular level, but it is also a pressing and controversial issue regarding some

aspects of vaccination. It is also currently relevant with the global pandemic occurring and the

increasing demand for speedy vaccine research. By providing all of the known facts about

vaccines and the issues around them today, this project is designed to allow kids to use critical

thinking to not only develop a research-backed opinion on the topic, but to also apply their

knowledge on a global level. The inquiry based lesson (see appendix) that has been constructed

to fit current events regarding COVID-19 will be taught on the third day of class to ensure the

students have a little bit of background knowledge before participating in those activities.

Applicant and School Narrative

My name is Karissa sarsam and I am a High School Biology teacher at Highland

Highschool in Gilbert Arizona with 10 years of experience. I graduated with my degree in

Secondary Education-Biological Sciences from Arizona State University in 2022.

​The reason why science, in my opinion, is the best subject to teach, is because it

encompasses all subjects into one. Science involves math, reading, writing, visual and kinesthetic

skills, and even foreign language in the naming of things. Instructing a classroom that covers so

many academic bases will give me the perfect opportunity to really draw out the strengths of

each individual student and help them grow in the ones they struggle more with. I want to make

learning as fun as possible and include a plethora of hands-on activities that pique many different
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interests. This project will include a wide variety of different activities to accommodate each

learning style and interest. Once I am able to captivate my students with physical and visual

learning styles, they will be not only more eager to learn, but will retain much better as well. I

hope to use biology to help my students develop self awareness and to realize both how

important they are individually as well as the fact that they are just a blip in the grand scheme of

things. The topic of vaccination and modern day medical science as a whole is a great way to

introduce global awareness around biology and instill a feeling or responsibility in my students.

Individuality is a big part of learning, and for that reason, I will never limit my classroom

to just one learning style. For example, some kids may want to enhance their knowledge of a

certain subject by doing research, while others may prefer to watch videos or answer questions.

Having multiple options will also help push students to find what works best for them early on

and gives them the opportunity to take responsibility for their own education. I would say overall

that my learning philosophy is that active engagement leads to active learning. Absorbing

information through experiences especially in a biology classroom is extremely important for

success. Being geared towards individualistic learning is a technique that will ensure students get

the absolute most out of each day.

I believe that the integration of technology into the classroom and especially with this

project not only captivates students more in the classroom, but it expands the outreach of

information and experiences available through the internet. As technology advances, so do the

skills needed to efficiently use things such as the internet and advanced lab equipment. By

introducing technology at a young age and during critical learning periods, students are able to

build confidence and competence when using new forms.

School Narrative
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Highland Highschool is a large sized highschool in the Gilbert Public Schools District

with a population of over 3,000 schools. Highland is ranked #3,535 nationally and #60 in the

state of Arizona. The highschool has math and reading proficiencies 20% above the state average

and a 94% graduation rate (U.S. News, 2020).

The Gilbert Public School District’s mission statement is as follows, “The mission of the

Gilbert Public Schools is to provide all students with an educational environment where they can

achieve academic excellence, succeed in developing strong interpersonal skills and self-esteem,

and mature in physical growth and development. Central to the education mission of the Gilbert

Public Schools system is the concept of teamwork and the conviction that the primary

relationship of the teacher with the student be given highest priority. The cooperative efforts and

teamwork of the governing board, parents, administration, support staff and the community at

large shall be directed toward creating a positive school climate where the relationship of the

student will be meaningful, successful, and enjoyable. It is the belief of Gilbert Public Schools

that the ultimate goal is to graduate students, each of whom will make unique and valuable

contributions as a productive and successful citizen in society and the world.” (GPS

Sub-Handbook, 2018).

The Vaccine Project will take place over the course of 2 weeks in a 9th grade Biology

classroom. It will incorporate group work, multiple days of lab, extensive research, mathematical

simulation, and philanthropic critical thinking. This project fits the abilities of the students in

math and reading proficiencies and falls in line with the district's mission to teach kids how to

contribute to society in positive ways.

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Summary of Project Impact

The Vaccine Project will explore the history of vaccinations and the science behind them,

as well as provoke questions about the social repercussions of their development. This research

based project will serve to inform students on medical processes as well as current events and

political issues. The lab activity is designed to give a first hand observation of the development

of diseases and how they evolve over time to resist antibiotics. This type of discovery is

important for students to understand because the flu is always mutating and evolving which

explains the need for new flu shots each year. This project encourages kids to apply previous

topics and knowledge both in this class and others to understand the vaccination process as well

as the global benefits of medical technology.

The final piece of the project works to incorporate all subject matter learned and apply it

to real world situations. Groups of students are given a virtual sum of money and must engage in

the proper research to come up with the best way to spend that money towards their designated

disease. This money can be put towards research, the donation of supplies, sending doctors

overseas, making the vaccine cheaper and more readily available for developing countries, etc.

The critical thinking used by students for this portion of the project will develop life long skills

as well as exposure to the world around them and their duties as global citizens.

Student Impact

In the first year, it is expected that about 180 students will be participating and will be

impacted. Over the next few years after that I would expect the number to go up a steady rate as

each new class year participates in the project. It would be ideal if eventually this was a project

that all biology students in the school were able to participate in. I will give students the

opportunity to present their ideas to other classes and display them in the hallways in order to
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maximise the student impact on campus. The project will impact the way students learn because

rather than simply learning material and being given an exam, these students are given an

opportunity to accumulate their knowledge and apply it in a revolutionary way.

Teacher Impact

This project will impact me as a teacher by showing me first hand how project-based

learning affects and motivates the students in my classroom. I would like to take the elements of

this project that are most successful and try to apply them to other lesson plans throughout the

year to improve student success. This project will allow me to get to know how my students

think and learn when facing problem-solving type issues and open ended answers. As the years

go on, this project will impact me to make small changes as I go to create the best experience for

my learners. Other teachers will be impacted by hopefully being inspired to incorporate the

project in their own classroom or create something different but equally fun and challenging for

their students.

Community Impact

This project has the potential to form bonds between the school, our students, and local

legislature as well as global charity organizations. The community will be impacted because it

sets students up with the skills to be confident and free thinking contributors to society and the

world around them. It can also contribute by educating the community on a topic so pressing

such as this, as students will be compelled to share their findings and ideas with their families

and even beyond. I hope this project will inspire the school and the district to incorporate more

project-based learning and curriculum for all ages.

Project Narrative
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See ​Table 2​ for the 2 week calendar of the Vaccine Project. The project will start with

some introductory material regarding the immune system and the history of vaccines to give

students the background knowledge needed. Simulations like the one created by Annenberg

Foundation will visualize the process of infection and immunity for a number of vaccinated

diseases. The inquiry based lesson (see appendix) is applied to the current event part of the

project in order to pique interest and get students involved in a relevant discussion of facts and

opinions with a driving question. Students will also be engaging in a 3 day lab that is heavily

based on the observation of bacteria cultures over time. Students will also learn how to create a

substantial hypothesis and support or disprove it through research from this activity. The last few

days will be focused on the research and construction of the final presentation around the groups

choice in distributing their money. This part of the project engages the students in skills

regarding teamwork and shared responsibility as well as public speaking.

Sustaining the Project and Innovation

Technology

Technology will play a big role in the everyday activities of this project. We will use lab

technologies for the lab portion, but the bulk of the technology use will be in the form of

research through the internet. This project will require the use of computers either in a computer

lab or with the use of chrome books inside the classroom. A m majority of the activities rely on

the access to internet and online sources for information. Learning to correctly gather credible

information online is an important skill for students to learn regarding technology because it is

required all throughout college courses as well. At the end of the project, students are given the

option to create their final presentation either digitally through a powerpoint or physically on a

tri-fold poster, both will incorporate technology.

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After Proposal Period

I plan on sustaining this project over the years by reusing resources and ideas that work

well and also tweaking aspects that need correction or removal all together. I would like to use

student feedback along with my own observations of the project over time to perfect it. I would

like to eventually expand the project by getting help from economics teachers and other science

teachers to collaborate and make it better and farther reaching to other students and grade levels.

I would also love to get participation from local politicians, board members, scientists, and

philanthropists to create a panel of judges that determine winners and give out scholarships to

put towards furthering their education.

Innovation

The vaccine Project will spark innovation in students to apply everything they learn in

this class to real life problems and solutions. It will transform their perspective of science from

something in a book to something relevant with all new discoveries. The solutions the students

come up with for their final presentation will be very innovative and become more and more

innovative over time as new technology is developed and new medical research produced.

Students will also learn how to engage in productive conversations regarding issues such as these

and they will be equipped with the knowledge and skills to express innovative ideas to others.

This project will innovate the classroom by making it an environment thriving with free thinking

and creativity around concepts that may seem old or boring to some students.

Budget Narrative

Projected expenditures for this project are listed in ​Table 1 ​along with the amount and

price for each. The most bulk of the cost will come from having to supply computers if the

school does not already have chromebooks or a computer lab for its students. If computers are
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already readily available, the overall cost of this project is slashed significantly. The second

biggest cost will come from providing supplies for the lab. This will include fixed costs such as

an incubator, test tubes, lab coats, and goggles as well as recurring costs for disposable items

such as gloves, petri dishes, and pipettes. I also included a printer to be used for the printing of

articles for the inquiry based lesson and also for the physical construction of the final

presentation.

References

Emerging & re-emerging infectious diseases. ​National Institutes of Health.​ Retrieved from:

https://science.education.nih.gov/supplements/webversions/infectiousdiseases/activities/a

ctivities_toc.html

Johnson, B. (2015). What is your educational philosophy? ​Edutopia.​ Retrieved

from:​ ​https://www.edutopia.org/blog/what-your-educational-philosophy-

Ben-johnson

Overview of Highland Highschool. (2020). ​U.S. News.​ Retrieved from:

https://www.usnews.com/education/best-high-schools/arizona/districts/gilbert-unified-dis

trict/highland-high-school-967

Shapiro, D. (2020). Teaching about vaccines. ​National Science Teaching Association.​ Retrieved

from: ​https://www.nsta.org/resources/teaching-about-vaccines
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Substitute teacher’s handbook. (2018). ​Gilbert Public School District.​ Retrieved from:

https://gilbert.ss11.sharpschool.com/UserFiles/Servers/Server_63480/File/Talent%20Ma

agement/18-19/18-19%20Sub%20Handbook.pdf

What are the benefits of hands-on learning? (n/a ,n/d). NewSchool of Architecture and Design.

Retrieved from: ​https://newschoolarch.edu/blog/what-are-the-benefits

-of-hands-on-learning/
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Table 1

Table 2

Day 1 Day 2 Day 3 Day 4 Day 5

Standards and Standards and Standards and Standards and Standards and
learning learning learning learning learning
objectives: objectives: objectives: objectives: objectives:
Life Science – Life Science– Life Science – Life Science – Life Science –
L1: Organisms L2: Organisms L1: Organisms L1: Organisms L4: The unity
are organized on require a supply are organized on are organized on and diversity of
a cellular basis of energy and a cellular basis a cellular basis organisms,
and have a finite materials for and have a finite and have a finite living and
life span which they often life span life span extinct, is the
depend on, or result of
Plus compete with, Essential Essential evolution.
HS+B.L1U1.7 other organisms. HS.L1U1.20 HS.L1U3.23
Develop and use Ask questions Obtain, evaluate, Essential
models to Essential and/or make and HS.L4U1.28
illustrate the HS.L2U1.19 predictions communicate the Gather, evaluate,
hierarchical Develop and use based on ethical, social, and
organization of models that observations and economic and/or communicate
interacting show how evidence to political multiple lines of
systems that changes in the demonstrate how implications of empirical
provide specific transfer of cellular the detection and evidence to
functions within matter and organization, treatment of explain the
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multicellular energy within an structure, and abnormal cell mechanisms of

organisms ecosystem and function allow function. biological
interactions organisms to evolution.
between species maintain
may affect homeostasis.
organisms and
their
environment.

Learning Learning Learning Learning Learning

Activities: Activities: Activities: Activities: Activities:

Students will Students will Students will be Students are Students begin
learn the open the given a few given a day 1 of the
function and Annenberg articles on the description and “Superbug Lab.”
components Foundation current event of rubric for their
associated with Simulation on the COVID final activity. Students will
the adaptive their computers vaccine. develop a
immune system which shows the Students break hypothesis ​about
on a cellular spread rate of Students will into groups and what will
level and will disease as well read about the engage in happen in a
work in groups as the immunity process used to research to population of
to create a rate in different create the develop interest bacteria after
graphical model populations. vaccine as well in a commonly growing for
explaining its as how it was used vaccine several
components. Students will tested. used today in generations in
then be given a our society and the presence of
Students watch lesson on the Then students pick one to use an antibiotic.
an NBC video anti-vax will engage in a for their project.
on the history of movement and discussion about Students will
vaccines and how the main whether this follow lab
take notes. arguments have vaccine should instructions to
been debunked. be mandated or place bacteria
not. cultures onto
petri dishes.

Assessment: Assessment: Assessment: Assessment: Assessment:

Knowledge of Students must Students will be Group will fill Students will be
hierarchical explain how assessed through out an index assessed on their
organization of non-vaccination the proper card that lists the construction of a
interacting will affect communication name of the valid hypothesis
systems that immunity rates of information disease/vaccine using correct
provide specific and prevent herd learned up until chosen, the year terminology and
functions within immunity from this point to the vaccine was grasping the
multicellular developing as support their developed, and basic purpose of
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organisms such seen in the views on the the communities the lab.
as the adaptive simulation. mandation of the it affects the
immune system COVID vaccine. most.
will be assessed
based on
correctness of
the graphical
model created in
the groups.

Technology: Technology: Technology: Technology: Technology:

ISTE Innovative ISTE ISTE Digital ISTE ISTE

Designer Computational Citizen Knowledge Empowered
Thinker Constructor Learner

Students are The lab Students are Students learn

learning how to simulator is a learning how to Students learn how to use
digitally create way to show process and how to conduct modern day lab
graphical models long term effects evaluate readily research through technology to
rather than of something available online sources to participate in
simply drawing like a disease on information on learn unlimited their own
them on paper a population in a current and new information discoveries and
through the use matter of pressing issues about new make
of online seconds. such as COVID. topics. Students observations that
programs such Students are able Modern day learn to relate to and can
as Venngage. to play around media provides summarize small help with
with the instant info that important pieces ongoing global
contributing takes skill to of that large issues such as
factors of the rapidly analyze. amount of the creation of
simulation to information. vaccinations and
explore different the spread of
effects on disease.
immunity.

Day 6 Day 7 Day 8 Day 9 Day 10

Standards and Standards and Standards and Standards and Standards and
learning learning learning learning learning
objectives: objectives: objectives: objectives: objectives:
Life Science – Life Science – Life Science – Life Science – Life Science –
L4: The unity L4: The unity L1: Organisms L1: Organisms L1: Organisms
and diversity of and diversity of are organized on are organized on are organized on
organisms, organisms, a cellular basis a cellular basis a cellular basis
living and living and and have a finite and have a finite and have a finite
extinct, is the extinct, is the life span life span life span
result of result of
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evolution. evolution. Essential Essential Essential

HS.L1U3.23 HS.L1U3.23 HS.L1U3.23
Plus Plus Obtain, evaluate, Obtain, evaluate, Obtain, evaluate,
HS+B.L4U1.13 HS+B.L4U1.14 and and and
Obtain, evaluate, Construct an communicate the communicate the communicate the
and explanation ethical, social, ethical, social, ethical, social,
communicate based on economic and/or economic and/or economic and/or
multiple lines of scientific political political political
empirical evidence that the implications of implications of implications of
evidence to process of the detection and the detection and the detection and
explain the natural selection treatment of treatment of treatment of
change in can lead to abnormal cell abnormal cell abnormal cell
genetic adaptation. function. function. function.
composition of a
population over
successive
generations.

Learning Learning Learning Learning Learning

Activities: Activities: Activities: Activities: Activities:

Day 2 of lab, 3rd and final day Students are Students will use Presentation of
Students add a of lab. given a virtual this day to create projects. Groups
culture of $100,000.00 US either a physical will take turns
bacteria mixed Students will dollars to spend or digital presenting the
with the collect bacteria on the research, presentation on information on
antibiotic to growth plates production, their disease of their disease and
plates with and and compare evolution, etc. of choice and their ideas for
without the growth of their chosen application of enhancing the
antibiotic. generations of vaccine. the money they vaccine.
cultures more were given.
Petri Dishes are and less exposed Students get Must take notes
placed in an to the antibiotic back into groups Must include of all other
incubator. over time. to do more background presentations.
research on the information of
topic to best the
decide how they disease/vaccine,
would spend its global effect,
their virtual social economic
$100,000 role in access to
towards the it, how they will
vaccine of their spend their
choice. money and why.

Assessment: Assessment: Assessment: Assessment: Assessment:

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Formative Students must Students will be Students will be Students will be

assessment of create an assessed on the assessed on the assessed on
effectiveness explanation of economic completion of quality of
and student growth patterns logistics of their the visual aspect presentation
interest and and adaptation spending idea as of the both visually,
participation in of the cultures well as the presentation by informationally,
the lab, what over generations validity of the the end of class. and logically
parts are more using known sources used to If not yet and competence
challenging or concepts about develop their completed, must following the
should be done evolution and idea and figure develop a clear rubric.
differently. natural selection out the spending plan of how to
and must include cost. work on it from Students will be
them in their lab home before the assessed on
report. next day's notes taken for
presentation. other
presentations.

Technology: Technology: Technology: Technology: Technology:

ISTE ISTE ISTE ISTE Global ISTE Creative

Empowered Empowered Computational Collaborator Communicator
Learner Learner Thinker

Students learn Students learn Students learn Students are Students use
how to use how to use how to use working in a digital media
modern day lab modern day lab readily available team to use created by
technology to technology to media and digital tools to themselves to
participate in participate in technology to explain global express their
their own their own find economic issues. The ideas and show
discoveries and discoveries and information and students are their own
make make use significant creating roles development in
observations that observations that data that helps in and critical thinking
relate to and can relate to and can the process of responsibilities through
help with help with problem solving. to collaborate as research.
ongoing global ongoing global a group.
issues such as issues such as
the creation of the creation of
vaccinations and vaccinations and
the spread of the spread of
disease. disease.
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Appendix

Inquiry Based Lesson Plan:

Engage:
Teacher asks students to describe the first thought that pops in their head when they hear “COVID-19,”
students will answer one at a time with their own opinions on a wide range of effects relating to the
virus.

Teacher will then ask them the same question, but now the thought they share must be strictly medical
or biological in nature. Students will then answer this question with pieces of information they have
heard or know just from their own exposure to the topic.

Teacher will then introduce the driving question being: “What do ​scientists​ know about COVID-19 and
what steps have been made towards a vaccine? With this information as well as what we have learned
about herd immunity, should it be mandated?”

Explore:
Teacher hands out the most recent and credible articles on the research and progress made toward the
production of the Covid vaccine. Different students will receive different articles.

Students are responsible for reading and annotating the article in a way that will help them best answer
the first part of the driving question.

The teacher will walk the room and frequently ask students to describe their findings.

Explain:
Once the reading and annotating has been completed individually, students will be instructed by the
teacher to share their most interesting findings with a partner who does not have the same article.

Teacher will then instruct students to find a different partner and do the same thing by sharing key
information found relating to the first part of the driving question.

Teachers will walk the room and listen to some ideas being shared as well as make sure conversations
are on task and productive.

Elaborate:
Students will be asked to now move on to the second part of the driving question. Students will share
their initial thoughts on the topic based on what they’ve gathered from their readings as well as their
own opinions.

Teacher will ask “what if” questions such as “what if there was no way to tell which articles were real
or not?”
“What if the vaccine had come out months before?”
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“What if the vaccine was only available for purchase?”

Students will also be prompted to come up with their own questions they may still have for scientists
and the topic that they would want to know before developing a solid opinion.

Evaluate:
Students will be divided into “sides” based on their beliefs regarding the second part of the driving
question.

Students will then engage in a “debate” arguing for or against, while using evidence from their
readings, outside knowledge, as well as what we know already about vaccines and herd immunity.

The teacher will not keep score for the teams, but will award points individually for solid arguments
from students.

Differentiate:
For the reading portion of the lesson, students are self paced. Students who may need more help with
the reading aspect can read along with a partner or with a co-teacher if available. Students may also
verbalize their article annotations while the partner or co-teacher jots them down.

The teacher, co-teacher, or a partner, can work with certain students to prepare their arguments in
advance. They can aid in coming up with them all together without thinking for the student, and the
arguments can be written down as well rather than memorized or said out loud.

A vocab list for words in the articles and surrounding the topic that are more challenging may be listed
out with pronunciations and definitions to aid in reading comprehension.