COVID HACKS by jchaverorivera

What Are Vaccines? And, How Do They Work?

FOR GRADES

6–8 9–12 OVERVIEW Students learn how vaccines work and how they are made by viewing two short videos and answering questions that promote critical thinking related to vaccines and the immune system. Student discussion is guided through a slide presentation provided by the teacher.

LEARNING OBJECTIVE After completing the lesson module, students will be able to: • Describe how vaccines work. • Describe how vaccines are developed and how we know they are safe.

SCIENCE, HEALTH AND MATH SKILLS • Comparing and contrasting • Interpreting information

COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS

• ELA-LITERACY.RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

NGSS SCIENCE AND ENGINEERING PRACTICES • Analyzing and interpreting data • Obtaining, evaluating and communicating information

MATERIALS FOR SCIENCE INVESTIGATION Each student will need: • Digital or print activity sheet, Student Activity Guide: What Are Vaccines? • Device with internet access.Students will access two videos developed by the scientific journal, Nature a. Vaccines 101: How Vaccines Work https://www.youtube.com/watch?v=4SKmAlQtAj8 b. Vaccines 101: How New Vaccines are Developed https://www.youtube.com/watch?v=2t_mQwTY4WQ Teacher will need: • Accompanying slides to guide student discussion

TIME

• 1 or 2 class periods; you may choose to have students watch the two video segments as homework or have them watch the videos during class time as a group.

PROCEDURE ENGAGE 1. Ask students to share what they know about vaccines. Encourage all answers. Follow by asking students, What would you like to know about vaccines? Create a list on a whiteboard or electronic bulletin board. 2. Tell students they will have an opportunity to learn more about vaccines and how they are produced. They will revisit their list afterward to make certain that all of their questions have been answered.

EXPLORE 3. Students will watch two short, animated videos that provide 1) an overview of how the immune system fights infections and how vaccines work; and 2) a brief description of the process used in developing a new vaccine. Provide students with the links to the two videos to watch asynchronously or show the videos in a live classroom session, pausing occasionally for questions or discussion. 4. Make certain that students have copies of the Student Sheet What Is a Vaccine before they watch the videos. Have students read the questions before watching the video and write or type key information on the Sheet during and after watching the video. NOTE: These videos were developed in September 2020 by a team of research, pharmaceutical, and lab testing companies that are involved in the development of COVID-19 vaccines as well as other vaccines and medicines. The videos were reviewed by other scientists for accuracy. The videos do not mention the particular vaccines or medicines being developed by the companies and do not promote the companies or their products. a. Vaccines 101: How Vaccines Work https://www.youtube.com/watch?v=4SKmAlQtAj8 b. Vaccines 101: How New Vaccines are Developed https://www.youtube.com/watch?v=2t_mQwTY4WQ

EXPLAIN 5. Use the accompanying slides to discuss students’ responses to the questions on the Student Sheet. If students have new questions, add them to the class list you started at the beginning of the activity. SLIDE 1

Vaccines 101: How Vaccines Work • You watched the short animated video about how the immune system and vaccines work. Let’s discuss what you learned. a. Vaccines train our immune system to detect and attack pathogens.” Pathogens are organisms that cause disease. Examples of pathogens include bacteria, multicellular eukaryotic organisms, fungi and viruses. The organism that is invaded by a pathogen is called the host. b. What is the first job of the adaptive immune system? It’s first job is to recognize an invader. c. What are the molecular markers on the surface of pathogens called? Antigens. d. What do plasma cells produce and what do those products do? Plasma cells produce antibodies that bind specifically to the antigen on the pathogen.

e. What is the role of killer T-cells? Killer T-cells recognize and destroy cells that are infected with the pathogen. f. What is immunity? Immunity is when the body produces long-lived memory T and B cells that are ready to produce antibodies and killer T cells, if the antigen is ever encountered in the body again. g. Vaccines activate the immune system and create immunity. h. Why can’t the measles, mumps, and rubella in the live attenuated MMR vaccine cause a healthy person to catch one of these diseases? The vaccine contains a weakened version of the pathogen that can’t make a healthy person ill. i. What two things do subunit vaccines like the HPV (human pappilloma virus) vaccine contain? 1) Part of the pathogen, but not an infectious particle. 2) Adjuvant. j. What do adjuvants do? Adjuvants activate the immune system so it recognizes and responds to the subunit. k. Can subunit vaccines cause an infection? No, subunit vaccines don’t have the genetic material from the pathogen and cannot cause an infection. l. What is herd immunity and who does it protect? Herd immunity is reached when a large segment of the population has been vaccinated or is immune to a disease because they have been infected. Herd immunity makes it hard for a disease to spread from person to person, because most people have immunity. Herd immunity protects people who can’t get vaccines or who have weakened immune systems. m. What happens to herd immunity when fewer people get vaccinated against a disease? The disease can reappear and spread. You lose herd immunity. 6. Conclude the discussion by helping students understand that the immune system is designed to recognize and attack pathogens that enter the body. Immune cells guard all parts of your body, including even the “external-facing” respiratory and gastrointestinal tracts, skin, eyes and ears. In many cases, if you become ill with an infectious pathogen, the immune system develops antibodies and other strategies to prevent you from getting sick the next time you are exposed to that pathogen. Vaccines “teach” the immune system how to recognize and attack a pathogen, but without you having to suffer the actual illness first board. 7. Conduct a debriefing discussion of the second video on how vaccines are developed. Use the following notes to guide your discussion.

SLIDE 2

Vaccines 101: How New Vaccines are Developed • This video gave you an overview of how new vaccines are developed. Let’s review what you learned. a. What is the first step in developing a vaccine? Identify the pathogen causing the disease. b. If you can’t make a weakened pathogen for a live attenuated vaccine, what do you have to find? Antigens, which are protein markers (molecules), on the exterior of the pathogen. c. Why can’t you use the same flu vaccine every year? Because the antigens on the surface of the virus particle change over time. d. What are three ways vaccines can be administered? 1) Injection 2) Oral 3) Nasal spray e. What is a challenge study? The humans or animals who receive a test vaccine are exposed to the pathogen to test whether the vaccine protects them. It is called a “challenge study,” because the immune system of the individuals is challenged to defend against the pathogen. f. What determines whether you can carry out a vaccine challenge study with humans? The disease must not be too serious or effective treatments must be available. g. Before you start a Good Manufacturing Practice Certification study, what must you prove in animals? You must demonstrate that the vaccine is safe. h. What is the purpose for each of the Phases of a Human Clinical Trial? Phase I: Give the vaccine to a small number of healthy people to assure that it is safe. Phase II: Give the vaccine to hundreds of volunteers to figure out what dose is needed to trigger the immune response. Phase III: Give the vaccine to thousands of people to see how effective it is. Phase IV: Monitor for rare negative reactions. Medicines and vaccines are watched over a long period of time even after they are approved for use. i. We needed the COVID-19 vaccine as soon as possible. Do vaccine researchers skip steps when they are in a hurry to get a vaccine ready? No. All phases must be completed in order to assure that the vaccine will be safe and effective before distribution. j. A vaccine must be proven to be these two things before it can be distributed to the public. Researchers and doctors use clinical trials to learn whether a vaccine or a new drug is safe and effective.

EXTEND AND EVALUATE 8. Revisit the list of questions created before and during the activity. Have the class decide if any questions remain unanswered. Assign teams of students to use resources on the Centers for Disease Control and Prevention (CDC) website or other scientific websites (from universities or hospitals, these website URLs end in “.org” or “.edu”) to find answers to the questions. 9. Have student teams present their questions and their findings on a single PowerPoint slide to the class. The teams should cite all sources for their responses. 10. You also may want to collect students responses to the questions related to each of the videos that they viewed, as a knowledge assessment. 11. Information about the new SARS-CoV-2 vaccines is being updated on a regular basis. Please check the CDC website for the most recent information.

• https://www.cdc.gov/coronavirus/2019-ncov/vaccines/different-vaccines.html.

SAFE AND EFFECTIVE VACCINES Researchers and doctors use clinical trials to learn whether a vaccine or a new drug is safe and effective. Effective means that the vaccine has been evaluated to see if it prevents illness or reduces the risk of severe illness in the real world. What Are Vaccines? | © 2021 Baylor College of Medicine | All rights reserved.

COVID HEALTHY ACTIONS, COMMUNITY KNOWLEDGE AND SCIENCE A SCIENCE-BASED CURRICULUM FOR THE COVID-19 PANDEMIC We are grateful to Laura and John Arnold and other community donors for their generous support, which enabled development of the COVID HACKS curriculum materials. We also thank the many scientists, educators and physicians from Baylor College of Medicine (BCM) who provided content, feedback and technical reviews. The information contained in this publication is for educational purposes only and should in no way be taken to be the provision or practice of medical, nursing or professional healthcare advice or services. The information should not be considered complete and should not be used in place of a visit, call, consultation or advice of a physician or other health care provider. Call or see a physician or other health care provider promptly for any health care-related questions. The activities described in the various components of the curriculum are intended for students under direct supervision of adults. The authors, Baylor College of Medicine (BCM) and any sponsors cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of BCM, image contributors or sponsors. Photographs or images used throughout project related materials, whether copyrighted or in the public domain, require contacting original sources to obtain permission to use images outside of this publication. The authors, contributors, and editorial staff have made every effort to contact copyright holders to obtain permission to reproduce copyrighted images. However, if any permissions have been inadvertently overlooked, the authors will be pleased to make all necessary and reasonable arrangements.

• Author: Marsha Matyas • Web and Design Director: Travis Kelleher • Copy Editor: Lollie Garay • Graphic Designer: Jose Chavero Rivera • Technical Reviewers: Mayar Al-Mohajer, Stacey Rose • Project Director and Series Editor: Nancy Moreno No part of this guide may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of Baylor College of Medicine. Black-line masters, student pages and slides reproduced for classroom use are excepted. © 2020 Baylor College of Medicine. All rights reserved.

The mark “BioEd” is a service mark of Baylor College of Medicine. Department of Education, Innovation and Technology Baylor College of Medicine One Baylor Plaza, BCM411 Houston, Texas 77030 713.798.8200 | 800.798.8244 bioedonline.org | edoutreach@bcm.edu Follow us on Facebook, LinkedIn, Twitter, Instagram and YouTube @bioedonline to stay up-to-date with our free, teacher-tested, science education resources. What Are Vaccines? | © 2021 Baylor College of Medicine | All rights reserved.

STUDENT PAGE A

What Are Vaccines? Student Activity Guide OVERVIEW We’re all looking forward to the end of the COVID-19 pandemic. Teams of infectious disease scientists and physicians have worked hard to develop vaccines against the coronavirus that causes the illness called COVID-19. But, what are vaccines and how are they made?

PART 1 WHAT ARE VACCINES? Watch the video linked below and answer the questions. This video was created by a team of scientists and science educators. • https://www.youtube.com/watch?v=4SKmAlQtAj8 1. “Vaccines train our ____________________ to detect and attack ____________________.” (Fill in the blank.) 2. What is the first job of the adaptive immune system? •

3. What are the molecular markers on the surface of pathogens called? •

4. What do plasma cells produce and what do those products do? •

5. What is the role of killer T-cells? •

6. What is immunity? •

7. Vaccines activate the immune system and create ____________________. (Fill in the blank.)

8. Why can’t the measles, mumps, and rubella in the live attenuated MMR vaccine cause a healthy person to catch one of these diseases? •

9. What two things do subunit vaccines like the HPV (human pappilloma virus) vaccine contain? •

10. What do adjuvants do? •

11. Can subunit vaccines cause an infection? •

12. What is herd immunity and who does it protect? •

13. What happens to herd immunity when fewer people get vaccinated against a disease? •

In summary, the immune system is designed to recognize and attack pathogens that enter the body. Immune cells guard all parts of your body, even including the “outside” parts of the respiratory and gastrointestinal tracts, your skin, eyes and ears. In many cases, if you become ill with an infectious pathogen, the immune system develops antibodies and other strategies to prevent you from getting sick the next time you are exposed to that pathogen. Vaccines “teach” the immune system how to recognize and attack a pathogen, but without you having to suffer the actual illness first.

PART 2 VACCINES 101: HOW NEW VACCINES ARE DEVELOPED Watch the video linked below and answer the questions. NOTE: The video from Nature has already been checked for scientific accuracy. • https://www.youtube.com/watch?v=2t_mQwTY4WQ 1. What is the first step in developing a vaccine? •

2. If you can’t make a weakened pathogen for a live attenuated vaccine, what do you have to find? •

3. Why can’t you use the same flu vaccine every year? •

4. What are three ways vaccines can be administered? •

5. What is a challenge study? •

6. What determines whether you can do a vaccine challenge study with humans? •

7. Before you start a Good Manufacturing Practice Certification study, what must you prove in animals? •

8. What is the purpose for each of the Phases of a Human Clinical Trial? •

9. We needed the COVID-19 vaccine as soon as possible. Do vaccine researchers skip steps when they are in a hurry to get a vaccine ready? •

10. A vaccine must be proven to be these two things before it can be distributed to the public. a.

Prevent the Spread of COVID-19 Design Challenge FOR GRADES

9–12

OVERVIEW Students conduct research using online text resources and media to explore how the virus that causes COVID-19 spreads from person to person. Students apply what they learn to day-to-day decision-making and demonstrate their understanding by redesigning a family restaurant to provide a safer environment for customers and staff.

LEARNING OBJECTIVE After completing the activity, students will be able to: • Describe how SARS-CoV-2 spreads from person to person • Explain current research on the spread of SARS-CoV-2 via droplets, aerosols, and surfaces • Apply what they have learned to a family restaurant model

SCIENCE, HEALTH AND MATH SKILLS • Comparing and contrasting • Interpreting information • Communicating

COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS

• ELA-LITERACY.RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

• ELA-LITERACY.RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

NGSS SCIENCE AND ENGINEERING PRACTICES • Analyzing and interpreting data • Obtaining, evaluating and communicating information

MATERIALS FOR SCIENCE INVESTIGATION Each student will need: • Device with internet access • Colored pens, pencils, markers, or crayons • Digital or Print copy of the Student Sheet A and B on which to record answers a. How Does COVID-19 Spread? b. Design a Safer Sophie’s Place Teacher will need: • Accompanying slides to guide student discussion

SET UP AND TEACHING TIPS This activity can be introduced during one classroom period and completed during the next time you meet with students. Use the accompanying slides to guide a discussion of students’ research. As an assessment, students will design a restaurant with appropriate COVID-19 safety precautions. You may want to allocate a separate class period for students to present their designs.

TIME

• 2–3 class periods

PROCEDURE ENGAGE AND EXPLORE 1. Tell students they are going to learn how SARS-CoV-2, the virus that causes COVID-19 illness, spreads from person to person, and how they can protect themselves from becoming infected. 2. Ask students to complete “Student Research Guide A: How Does SARS-CoV-2 Spread?” before the next class.

EXPLAIN 3. Use the accompanying slides to review what students learned in their online research related to SARS-CoV-2 (Student Sheet A). If students raise a question for which you do not have an answer, have them add it to a “what I want to know” list. You can suggest a possible online source that might have the information they seek. NOTE: Slide 1 corresponds to the title slide. SLIDE 2 + 3

Let’s Debunk COVID-19 Myths! • Misconceptions and myths often arise when new diseases are discovered, or begin to affect large groups of people. COVID-19 is no exception. Let’s review some of the myths and misconceptions listed at the World Health Organization site. NOTE: Slide 2 presents the statements and Slide 3 provides the true or false information. Additional explanations are provided in the notes below.

TRUE / FALSE

STATEMENT

Drinking or injecting household cleaners or disinfectants can prevent or treat COVID-19.

False: None of these items is safe to drink or inject. In fact, most are poisonous. None of them will prevent or treat COVID-19. Several effective vaccines have been developed The medical community continues to find new ways to treat COVID-19 and most patients do well and recover.

Eating spicy foods does not prevent COVID-19 infections.

True: No foods can prevent a viral infection. However, eating healthy foods can help keep your immune system strong to help fight off infections.

Exposing the body to high False: The heat required to inactivate heat, hot baths, or sunlight the virus would damage your skin. will prevent COVID-19 infection. Hydroxychloroquine is an effective treatment for COVID-19.

False: Hydroxychloroquine was developed to treat malaria, lupus, and certain types of arthritis. Data show it is not effective in preventing or treating COVID-19.

If you can hold your breath False: People infected with COVID-19 for 10 seconds or more may have few or no symptoms, and without coughing, you they can also be contagious. don’t have COVID-19. Most people who get COVID-19 recover.

True: Fewer than 3% of all COVID-19 patients worldwide and in the US die from the disease.

People of ALL ages can be True: Anyone can get COVID-19. infected by the virus that causes COVID-19. Wearing a mask can cause you to breathe too much CO2 and too little oxygen.

False: Wearing a mask does not deprive a person of oxygen or cause a build-up of CO2. The CDC makes three exceptions to wearing a mask: children younger than 2 years old, someone who is unconscious or incapacitated, and someone who is unable to remove their own mask.

Extreme weather (warm, False: SARS-CoV-2 is not killed by cold cold, rainy, snowy, etc.) or hot weather. can kill the COVID-19virus. You can detect COVID-19 using a thermal scanner.

False: A thermal scanner only measures temperature. It is effective in detecting people who have a higher body temperature than normal (fever). 3

SLIDE 4

How Are Viruses Transmitted? • Viruses can be transmitted from host to host in different ways. a. Vector: Mosquitos carry yellow fever from human to human. Fleas carried plague from infected rats to humans. b. Body fluids: Hepatitis B and HIV-AIDS. c. Contaminated food or water, as with Cholera and E. coli. d. Airborne/droplets, as with influenza, rhinoviruses (colds), and coronaviruses.

SLIDE 5

How Is SARS-CoV-2 Transmitted? • From person-to-person: more easily than flu but not as fast as measles. • Primarily through close contact — most likely route: a. Within 6 feet of an infected person. b. Respiratory droplets expelled when the infected person coughs, sneezes, sings, talks, or breathes. c. Droplets are inhaled and reach lung or mucous membranes in mouth and nose. d. Larger respiratory droplets can fall out of the air due to gravity. e. Over time, viral particles in the droplets can become inactive. • Airborne transmission also can lead to infection. a. Small droplets = “aerosols”. b. Can linger in air for hours. c. Especially likely in enclosed spaces, and where air circulation is limited. d. Singing, exercising, etc. can increase number of particles in an enclosed area. • Surface contamination is less likely but possible. a. Respiratory droplets land on surfaces and contaminate them with virus. b. Touching a contaminated surface and then your eyes, nose or mouth can lead to COVID-19 infection. • Contact with infected animals: very unlikely. c. Keep pets away from other people. d. If someone in your home gets COVID-19, keep pets away from them.

SLIDE 6

#CovidStopsWithMe • Viruses can be transmitted from host to host in different ways. • Stay at least 6 feet away from others whenever possible. • Wash your hands often with soap and water. (Or 60% alcohol hand sanitizer.) • Avoid crowded indoor spaces. • Ensure indoor spaces are properly ventilated by bringing in outdoor air as much as possible. • Stay home and isolate from others when sick. • Routinely clean and disinfect frequently touched surfaces.

SLIDE 7

How Long Does SARS-CoV-2 Last on Surfaces? • Especially important for medical and dental offices, restaurants, and anyone who handles or packs materials. • Cardboard: 24 Hours • Copper (coins): 4 Hours • Plastic, Stainless Steel, Countertops: 72 Hours (3 days)

SLIDE 8

Aerosolized Particles • Aerosolized particles are not the primary way that COVID-19 spreads, but they become more of a risk in small or poorly ventilated indoor spaces. • If feasible, show students the CBS News report and/or New York Times simulation. Discuss why air circulation, ventilation, and open windows can be important in helping to prevent COVID-19 transmission indoors.

EXTEND 4. An extend activity is given as a challenge question on the “Student Research Guide A: How Does COVID-19 spread?”

EVALUATE 5. The “Evaluate” activity provides another real-life scenario. It encourages students to apply what they learned about aerosol transmission of the virus to make a family restaurant safer. Have students work individually or in teams to redesign a restaurant to create a safer environment for staff and customers. 6. Have students present their designs to the class.

Misconceptions and myths often arise when new diseases are discovered or begin to affect large groups of people. COVID-19 is no exception. No foods can prevent a viral infection. However, eating healthy foods can help keep your immune system strong to help fight off infections. Prevent the Spread of COVID-19 | © 2021 Baylor College of Medicine | All rights reserved.

• Author: Marsha Matyas • Web and Design Director: Travis Kelleher • Copy Editor: James Denk • Graphic Designer: Jose Chavero Rivera • Technical Reviewers: Yuriko Fukuta, Prathit Kulkarni • Project Director and Series Editor: Nancy Moreno No part of this guide may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of Baylor College of Medicine. Black-line masters, student pages and slides reproduced for classroom use are excepted. © 2020 Baylor College of Medicine. All rights reserved.

The mark “BioEd” is a service mark of Baylor College of Medicine. Department of Education, Innovation and Technology Baylor College of Medicine One Baylor Plaza, BCM411 Houston, Texas 77030 713.798.8200 | 800.798.8244 bioedonline.org | edoutreach@bcm.edu Prevent the Spread of COVID-19 | © 2021 Baylor College of Medicine | All rights reserved.

STUDENT PAGE A

How Does COVID-19 Spread? Student Research Guide A LEARNING OBJECTIVES After completing this exploration, you will be able to: • Describe how the virus that causes COVID-19 spreads from person to person • Explain current research on the spread of the virus that causes COVID-19 via droplets, aerosols, and surfaces • Apply what you have learned to a family restaurant model

ENGAGE 1. Take a look at the statements below. Indicate your best estimate of whether each statement is true or false. TRUE / FALSE

STATEMENT Drinking or injecting bleach, methanol, ethanol, or disinfectants can prevent or treat COVID-19. Eating spicy foods does not prevent COVID-19 infections. Exposing the body to high heat, hot baths, or sunlight will prevent COVID-19 infection. Hydroxychloroquine is an effective treatment for COVID-19. If you can hold your breath for 10 seconds or more without coughing, you don’t have COVID-19. Most people who get COVID-19 recover. People of ALL ages can be infected by COVID-19. There is currently no medication that can cure COVID-19. Wearing a mask can cause you to breathe too much CO2 and too little oxygen. Extreme weather (warm, cold, rainy, snowy, etc.) can kill the COVID-19 virus. You can detect COVID-19 using a thermal scanner.

Now, Read the information on this World Health Organization (WHO) website: (https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters). Then, check your responses, and correct any statements based on what you have learned. 2. Where you surprised by any of the information you found? Why or why not? BEFORE YOU CONTINUE: Does the WHO meet appropriate criteria for a reliable source of science information? For example, does it provide current information, written by people with scientific credentials or authority, and provided without bias?

EXPLORE When the virus that causes COVID-19 began spreading in China, and then around the world, one of the first questions scientists focused on was, “How is it transmitted?” It’s an important question because not all viruses spread the same way. Some are carried by a “vector,” or carrier. For example, a mosquito that carries the yellow fever virus can transfer it from person to person in the blood it draws when it bites. Other viruses, such as hepatitis B and HIV, are transmitted via direct contact with an infected person’s blood or certain body fluids. Viruses that attack the gastrointestinal system, such as norovirus, usually are transmitted via food, water, or hands contaminated with the virus. Respiratory viruses like influenza (flu), rhinoviruses (which cause colds), and coronaviruses (which also cause colds) are transmitted in multiple ways, but especially through virus-laden droplets released into the air when an infected person coughs, shouts or sneezes.1 Even among respiratory viruses, transmission routes can vary. Measles is highly contagious. When an infected person coughs or sneezes, the measles virus particles they expel can survive for up to two hours on surfaces and in tiny droplets that can hang in the air.2 Patients with measles are contagious up to four days even before the typical rash appears,3 making measles a major public health challenge. Measles is strictly a human disease, and does not occur in animals. By contrast, Middle East respiratory syndrome coronavirus (MERS-CoV) is transmitted through direct contact between camels and humans, and from humans to humans. Scientists and research laboratories around the world have worked hard to understand how the virus that causes COVID19 spreads. Among other things, they want to know what happens to the SARS-CoV-2 particles breathed or coughed out by patients. When COVID-19 became a pandemic in March 2020, scientists and medical personnel knew little about this new virus. Since then, researchers in many areas of life sciences and medicine, environmental science, engineering, and other fields have focused their work on understanding what SARS-CoV-2 is, how it replicates and affects the human body, how it spreads in hospitals, restaurants, and other buildings, and how it can be killed (inactivated). You will explore how the SARS-CoV-2 virus spreads. •

Watch this video from scientists at Scripps Research about how coronaviruses invade through the airways. https://www.scripps.edu/covid-19/science-simplified/how-the-novel-coronavirus-infects-a-cell/index.html

•

What we know about how the virus that causes COVID-19 spreads? Read this article from the U.S. Centers for Disease Control and Prevention (CDC): (https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-covid-spreads.html). Then, answer the following questions, based on what you learned. a. BEFORE YOU CONTINUE: Does the WHO meet appropriate criteria for a reliable source of science information? For example, does it provide current information, written by people with scientific credentials or authority, and provided without bias?

b. On what date was the article updated?

1 2 3

Morens & Fauci, 2020 Cell article https://newsnetwork.mayoclinic.org/discussion/infectious-diseases-a-z-why-the-measles-virus-is-so-contagious/ https://www.cdc.gov/measles/transmission.html

c. According to the CDC, What is the most common way that SARS-CoV-2 virus spreads from person-to-person? Describe how this happens.

d. What is “airborne transmission”? What are aerosols?

e. What kinds of locations and situations put people at greatest risk from getting COVID-19 through airborne transmission?

How can you catch SARS-CoV-2 by touching a contaminated surface?

g. How can you avoid catching SARS-CoV-2 from surface contact?

h. Describe at least three ways to protect yourself and your family and friends from COVID.

EXPLORE PICK A SEAT: You and your little sister are walking to the corner market to pick up an order for your mom. You both are wearing your masks. On the way, you plan to get lunch at your favorite fast-food place. You order the food on your phone app as you walk. When you get to the restaurant, you pick up your food at the counter, then use hand sanitizer to clean your hands. You suggest eating at the outdoor tables since it’s a nice day. However, your sister wants to sit inside. The only indoor table available is right under an air conditioning vent and there are no open windows. Which is safer, indoors or out? Why?

STUDENT PAGE B

How Does COVID-19 Spread? Remodeling Sophie’s Place OVERVIEW Your aunt Sophie’s small restaurant, Sophie’s Place, has a few tables and does a lot of carry-out business. During the initial COVID-19 stay-at-home period, Sophie kept her business going by offering online or telephone ordering and payment, and by delivering packaged orders to customers’ cars at curbside. She followed strict guidelines for her staff, checking temperatures daily and asking any staff with symptoms to stay home. She implemented public health guidelines for cleaning. Her staff used masks and gloves to further protect themselves and customers, and they kept as much distance between themselves as possible. Sophie was very pleased that she and her staff made it through the first wave of the pandemic without illness and that her business was able to survive, thanks to her great food and loyal customers. Public health officials now have moved Sophie’s county to “Stage 2.” This means that Sophie’s Place can have a limited number of customers in the restaurant at one time. Sophie knows that curbside and carry-out orders will still be the main part of her business, but she also wants to make the restaurant as safe as possible for her staff and those who dine-in. She has received a permit to move half of the ten tables in her restaurant to the sidewalk/parking spaces out front. She also received a state emergency fund grant to support renovations that promote social distancing and improved air circulation in the restaurant. Sophie is aware that indoor dining still is considered a considerable risk factor for SARS-CoV-2 transmission. So, her three goals are to (1) provide spaces that are as safe as possible for “dine-in” customers to be seated and eat; (2) make it safe and easy for carry-out customers to pick up orders; and (3) reduce the chance that SARS-CoV-2 aerosols will hang in the restaurant air.

CHALLENGE Sophie asks you to help design a quick “remodel” of her restaurant. She gives you the following tasks: 1. Use the materials and supplies provided by her grant to redesign Sophie’s Place in a way that meets her goals for a safe indoor environment. Use Diagram B (below), which is a floorplan of the restaurant to draw your design. All features shown in Diagram B are fixed and cannot be moved or removed. Diagram A shows you the current restaurant layout with tables and counter. NOTE: You do NOT need to design the outside table space. 2. Describe in detail how your revisions will meet Aunt Sophie’s three goals. 3. Create a promotion (flyer, Facebook post or ad, Tweet, etc.) to inform the public that Sophie’s Place is now open for carry out, dine-in and curbside customers. The flyer also must explain the important precautions being taken to make Sophie’s Place as safe as possible for customers from COVID-19. More information to guide your work: • Sophie’s Place is in central California, where the temperature is moderate year-round (60-80 degrees F). • The state emergency grant will cover the following items: a. Addition of window fans or air circulators. b. Indoor and outdoor signs. c. Moving, modifying or adding tables and counters. d. Building or moving walls. e. Adding plastic panels or barriers at counter tops. f. Changing or revising door locks. • The grant will not cover the following items: a. Adding new windows or doors. b. Moving or adding air conditioning ducts. c. Adding filters or UV lights to the air conditioning system. d. Moving the kitchen internal wall or kitchen equipment. • Air conditioning outlets blow air down into the room. • Overall, the restaurant is 50 feet wide by 36 feet deep, not counting outdoor space. You cannot move outside walls. • A key of the features shown on the restaurant diagram, and a copy of Sophie’s Place logo are provided below. To complete this assignment, carry out the following steps: 1. Draw a revised restaurant layout on Diagram B, showing where tables and countertops will be placed, and indicating where any new window fans or air circulators will be added. Use a drawing program or colored pen or marker to show the flow of: a. Air through the restaurant, including air from windows and air conditioning units (draw black arrows). b. Pathways and locations for “dine-in” customers, who enter the restaurant and sit at tables (use red). c. Pathways and locations for “carry-out” customers, who order food inside the restaurant or via phone, and pick up their orders in the restaurant to take home (use blue). 2. Create a promotion (flyer, Facebook post or ad, Tweet, etc.) that incorporates the logo below to inform the public that Sophie’s Place is now open for carry out, dine-in and curbside customers. The flyer also must explain the important precautions being taken to protect Sophie’s Place customers from COVID-19.

EXPLORE SOPHIE’S PLACE: DIAGRAM A

Write your notes below: • • • •

Thumbnail your notes below:

EXPLORE SOPHIE’S PLACE: DIAGRAM B

Write your notes below: • • • •

Thumbnail your notes below:

Can Drops Travel in Air? Figure out how many water drops can reach a wall that is six feet away FOR GRADES

K–2 3–5

OVERVIEW Students will investigate the number of water droplets that make “contact” with a wall from different distances when propelled in a manner that simulates a sneeze or cough. The virus that causes COVID-19 travels mostly in water droplets that we expel when we sneeze, cough, talk and sing. Experts advise that we keep a “social distance” of at least six feet away from others to minimize the possibility of droplets being passed between us and those nearby. This physical distance, along with wearing masks and frequent handwashing, help us to slow and stop the spread of coronavirus and similar microbes. According to the Centers for Disease Control and Prevention (CDC), respiratory droplets of various sizes are the principal mode by which people are infected with SARS-CoV-2 (a coronavirus that causes COVID-19). Large droplets, which may even be visible, fall out of the air rapidly, within seconds to minutes. Smaller droplets and particles, referred to as aerosols, can remain suspended in air for hours and travel with air currents. The epidemiology of SARS-CoV-2 suggests that most infections are spread through “close contact” (being with six feet of an individual with the infection for more than 15 minutes). Microbes can be transmitted in water droplets, because water molecules are attracted very strongly to one another, and they also hold onto many other substances. Water molecules act like tiny magnets with each other. Every liquid water molecule has a positive end and a negative end. The forces of attraction between these opposite charges bring the molecules together very tightly. Attraction among molecules of the same kind is called cohesion. The forces of attraction among the molecules in most liquids are not as strong as those observed in water molecules. The “stickiness” of water accounts for much of its behavior, including the formation of rounded droplets, and the ability to creep upward inside a narrow tube (capillary action).

LEARNING OBJECTIVES Students will describe the distance traveled by water droplets and explain how their findings demonstrate the importance of physical distancing to prevent transmission of infectious diseases by respiratory droplets, such as with COVID-19.

SCIENCE, HEALTH AND MATH SKILLS • Observing • Comparing • Measuring • Interpreting

NGSS SCIENCE AND ENGINEERING PRACTICES • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations

TIME

• Activity: 45 minutes

MATERIALS FOR SCIENCE INVESTIGATION Teachers • Can Drops Travel in Air? Slide Deck (www.bioedonline.org) Students • Small mirror • Water (small amount to create water droplets and additional water to explore how far droplets travel) • Spoon • Large plastic cup or container (large enough for students to submerge an entire hand) • Wall or wooden fence outdoors • Ruler, yardstick or measuring tape • 3 sheets of blank paper (8.5 x 11 in) • Tape • Science notebook or additional paper for recording observations

PROCEDURE ENGAGE 1. A sk, Have you ever been near someone when they sneezed? What happened? [Responses may vary, but someone may say that they felt the force of the sneeze or even got wet! Accept all answers.] 2. E xplain that they may have felt droplets of saliva and mucus that were projected into the air when the person sneezed. Yuk! Point out that saliva and mucus from the mouth and nose mostly consist of water. 3. F ollow by asking, Have you ever looked closely at a water drop? Direct students to use the spoon to place a small amount of water onto the surface of the mirror, creating one or more droplets. 4. T ell students to observe the drop(s) carefully, draw one drop in their science notebooks, and write three words describing the appearance of the drop.

EXPLORE 5. R efer to the student activity description and sheet, Investigating Droplets. You may have students do Part 1 together with you (the teacher) if they are participating with you outdoors or online at home. They will need to have a mirror handy. (Note: During the COVID-19 pandemic, it is not advisable that students remove their masks in the classroom to breathe on a mirror.) 6. I f possible, have each student breathe onto the mirror. Ask, What do you see on the surface of the mirror? If not mentioned by students, point out that the fog on the mirror consists of tiny water droplets, smaller but similar to the ones they observed. Follow by asking, How far do you think these water drops might be able to travel in the air? 7. P art 2 must be conducted outside, either at school with your supervision or at home, with students working with an older child or adult. Students will write their observations to share in class. 8. R ead the instructions together.

EXPLAIN 9. H ave students share their recorded observations of numbers of drops at each distance: 1 foot, 3 feet and 6 feet. If possible, create a class graph that includes each student’s counts. Have students calculate the average number of drops counted for each distance. (See example below.)

# of Water Drop Marks

50 40 30 20 10 1

Distance From Wall (ft) 10. Ask, What does this information tell us about how far water droplets, which are large enough to see, can travel in the air? Students should be able to conclude that fewer drops of this size are able to travel as far as six feet. 11. Follow by asking, How can we use this information to help us keep one another healthy? Use the accompanying slides to guide a discussion with the class Small mirror • Cough and sneeze into a disposable tissue or your elbow (demonstrate). Then wash your hands! • When around others during the COVID-19 pandemic, wear a mask that covers your nose and mouth. • Stay at least six feet away from people who are not part of your household and avoid large gatherings. 12. If not mentioned by students, conclude by pointing out that scientists know droplets can enter another person through their mouth, nose and eyes. Droplets also can be breathed in or land on something that someone else touches afterward. This is how many microbes that cause illness and disease can be spread. During the COVID-19 pandemic, we must be extra careful not to spread the virus or catch it from someone else.

EVALUATE AND EXTEND 13. Watch one of the following videos with your students. Have each student write three ways they are going to protect themselves and keep others around them healthy. • Cover Coughs and Sneezes (younger students). Centers for Disease Control and Prevention. https://www.youtube.com/watch?v=mQINuSTP1jI. • COVID-19 Stop the Spread of Germs (older students). Centers for Disease Control and Prevention. https://www.youtube.com/watch?v=kEhNyxKopsg.

Microbes can be transmitted in water droplets, because water molecules are attracted very strongly to one another, and they also hold onto many other substances. Water molecules act like tiny magnets with each other. The forces of attraction between these opposite charges bring the molecules together very tightly. Can Drops Travel in Air? | © 2020 Baylor College of Medicine | All rights reserved.

THE SCIENCE Remember that this activity “models” how water droplets travel. In real life, Coronavirus (SARS-CoV-2) spreads mainly through person-to-person contact—especially through very fine droplets and particles released into the air when a person with the infection coughs, sneezes, sings or talks. These droplets can land in the mouths or noses of other people nearby and possibly be inhaled into the lungs. The virus also is believed to spread through contact with contaminated surfaces or tiny droplets or particles that linger in the air as aerosols. The greatest risk of spreading the virus occurs when people are close together (within about six feet). A person with SARS-CoV-2 infection can develop the illness known as COVID-19..

RELATED SCIENCE TEACHING ACTIVITIES What Makes Water Special? The unique physical properties of water. • http://bioedonline.org/lessons-and-more/lessons-by-topic/ecology/water/what-makes-water-special/. How Much Water Do Humans Need? Demonstration of the daily water intake and loss by a single person. • http://bioedonline.org/lessons-and-more/lessons-by-topic/ecology/water/how-much-water-dohumans-need/

RESOURCES • Smithsonian Science Education Center. Covid-19! How can I Protect Myself and Others? https://ssec.si.edu/covid-19. • Centers for Disease Control and Prevention (CDC). SARS-CoV-2 and Potential Airborne Transmission https://www.cdc.gov/coronavirus/2019-ncov/more/scientific-brief-sars-cov-2.html.

• Author: Lollie Garay • Web and Design Director: Travis Kelleher • Copy Editor: James Denk • Graphic Designer: Jose Chavero Rivera • Technical Reviewers: Shital Mahendra Patel • Project Director and Series Editor: Nancy Moreno No part of this guide may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of Baylor College of Medicine. Black-line masters, student pages and slides reproduced for classroom use are excepted. © 2020 Baylor College of Medicine. All rights reserved.

STUDENT PAGE A

Investigating Droplets

LEARNING OBJECTIVES • Describe the distance traveled by water droplets • Explain how the findings demonstrate the importance of physical distancing • Prevent transmission of infectious diseases by respiratory droplets

PART 1 1. Stand very close in front of a mirror, or hold a mirror right up to your face. 2. Breathe on the mirror. What do you see? 3. The “fog” you see on the mirror is made up of tiny droplets of water from your breath! 4. The virus that causes COVID-19 is so small that lots of it can “ride” inside these droplets and cause infection in others when someone coughs, sneezes, or even talks. 5. How far can they go? Let’s use a model to find out.

PART 2 1. Fill a large plastic cup or container with water. 2. Go outside and find a wall or a wooden fence (a darker color of wall or fence will work best). 3. If you don’t have a dark wall or fence, you can use three sheets of notebook paper taped to any wall or fence. Be sure the sheets are spaced apart and taped on the top and bottom, as shown in the illustration below.

4. Measure a distance of 1 foot away from the wall and use tape to mark the location. Using the mark, stand about 1 foot away from the wall, fence or paper. Dip your whole hand into the container of water. Get your hand really wet, and then quickly flick it one time at the wall, fence, or one sheet of paper. • How many droplets can you see? Count the number of wet drop marks and record the number.

5. Move sideways to a dry part of the wall or fence (or to the next paper). Measure a distance of 3 feet away from the wall and mark it with tape. As before, stand at the measured distance. Wet your hand again and flick the water off at the wall, fence, or a second sheet of paper. • How many droplets can you see? Count and record the number.

6. Move sideways again. Then measure a distance of 6 feet and repeat the process. Wet your hand and flick the water off again at the wall, fence, or the last sheet of paper. • How many droplets can you see? Count and record the number of drop marks.

7. Compare the numbers of droplets you counted at each distance. • At which distance did you record the most wet drop marks? At which distance did you record the fewest?

8. If your droplets were from a sneeze, cough, or talking: • How far away from other people would you have to stand to prevent getting sick or getting anyone else sick?

What Are Vaccines? And, How Do They Work?

FOR GRADES

LEARNING OBJECTIVE After completing the lesson module, students will be able to: • Describe how vaccines work. • Describe how vaccines are developed and how we know they are safe.

SCIENCE, HEALTH AND MATH SKILLS • Comparing and contrasting • Interpreting information

COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS

• ELA-LITERACY.RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

NGSS SCIENCE AND ENGINEERING PRACTICES • Analyzing and interpreting data • Obtaining, evaluating and communicating information

TIME

• 1 or 2 class periods; you may choose to have students watch the two video segments as homework or have them watch the videos during class time as a group.

SLIDE 2

• https://www.cdc.gov/coronavirus/2019-ncov/vaccines/different-vaccines.html.

STUDENT PAGE A

3. What are the molecular markers on the surface of pathogens called? •

4. What do plasma cells produce and what do those products do? •

5. What is the role of killer T-cells? •

6. What is immunity? •

7. Vaccines activate the immune system and create ____________________. (Fill in the blank.)

8. Why can’t the measles, mumps, and rubella in the live attenuated MMR vaccine cause a healthy person to catch one of these diseases? •

9. What two things do subunit vaccines like the HPV (human pappilloma virus) vaccine contain? •

10. What do adjuvants do? •

11. Can subunit vaccines cause an infection? •

12. What is herd immunity and who does it protect? •

13. What happens to herd immunity when fewer people get vaccinated against a disease? •

2. If you can’t make a weakened pathogen for a live attenuated vaccine, what do you have to find? •

3. Why can’t you use the same flu vaccine every year? •

4. What are three ways vaccines can be administered? •

5. What is a challenge study? •

6. What determines whether you can do a vaccine challenge study with humans? •

7. Before you start a Good Manufacturing Practice Certification study, what must you prove in animals? •

8. What is the purpose for each of the Phases of a Human Clinical Trial? •

9. We needed the COVID-19 vaccine as soon as possible. Do vaccine researchers skip steps when they are in a hurry to get a vaccine ready? •

10. A vaccine must be proven to be these two things before it can be distributed to the public. a.

Life is Different Now Students Describe Personal and Social Changes Resulting from the COVID-19 Pandemic FOR GRADES

K–2 3–5 6–8 9–12 OVERVIEW This school year is different in so many ways for everyone, whether students are learning at home “virtually,” or in a face-to-face classroom. In this activity, students will reflect on how life has changed for them during the Covid-19 pandemic. Many societal and personal changes have occurred, and everything is still in a state of flux. Encouraging students to discuss these issues in a personal context allows them to see they are not alone. Everyone has been affected by the pandemic. Sharing of ideas may also provide opportunities to address misconceptions and offer reassurance about healthy practices.

LEARNING OBJECTIVES Students will create a diagram or drawing (a “Page in History”) of things that identify them at this moment of time, validating their experience during the COVID-19 pandemic.

SCIENCE, HEALTH AND MATH SKILLS • Expressing emotions • Communicating health concerns • Defining stress • Managing anxiety

NGSS SCIENCE AND ENGINEERING PRACTICES • Asking questions and defining problems

TIME

• Set Up: 5 minutes • Activity: Two 30-minute classes

MATERIALS FOR SCIENCE INVESTIGATION

• Paper • Pencils or drawing media (crayons, markers, etc.) or access to drawing or presentation software on a computer or tablet

SET UP AND TEACHING TIPS This activity may be introduced in class as a discussion, followed by an in-class assignment or homework.

PROCEDURE ENGAGE 1. A sk students to look silently around their environment (home or classroom). Ask, What do you see that is different now than before COVID-19? Allow time for responses. Students in the classroom may notice different spacing of furniture, plastic shields in public areas, etc. Students at home may notice that everyone is at home, rather than at work or school, or that not much has changed inside their house. Accept all comments. 2. E xplain that the COVID-19 pandemic has changed many aspects of our personal lives, the community and the world. Share something that has changed for you (the teacher) and how you feel about that change. Examples might include working from home, caring for someone who is sick at home, wearing a mask, stocking up on hand soap, etc. 3. A sk, Does anyone want to share what they have noticed or how they feel about the changes around us? Accept all responses. 4. A sk students to think about the changes they mentioned. Can they share one change they like and one they dislike? Examples might be they miss playing with their friends, but they like that they are spending more time with their family. 5. S ome students may have trouble describing their feelings or emotions. Ask, What would your feelings look like if you could act them out? (for example, yelling, jumping, running).

EXPLAIN 6. R einforce to students that everyone, including their own parents, grandparents, siblings, friends, neighbors and teachers, is feeling emotions or has questions that sometimes are hard to talk about. Explain that sharing our thoughts can make things less scary and overwhelming. 7. R emind students that COVID-19 is affecting people around the entire globe. We are not the only ones going through this disease! Also, as serious as the pandemic is, we all are part of history for going through this challenging time. In fact, this is not the first pandemic faced by humanity—we will get through this challenge together.

EXTEND 8. A sk, If you had a page in a history book that described you now, during the COVID-19 pandemic, what would you have on your page? Instruct them to think of the things that are part of their lives right now, in this moment. Ask, Have you taken up a new hobby or learned something new? What are you doing to protect yourself from COVID-19? Are you doing more things outdoors, like bicycling or walking? 9. T ell students they will create their own Page in History. Offer the following two options for doing this.

• Draw items on a sheet of paper that represent you during COVID (like a bicycle, a book, a mask, etc.) Tell them they can draw as many items as they want! Alternately, students may want to create electronic drawings, using a computer or tablet. • If students prefer, they may write their names in the middle of the paper or page and find a creative way to use words or short phrases only to describe themselves now.

EVALUATE 10. Have students answer the questions below in their science notebooks, and then discuss their responses in class. Review the concept of vaccination. Have teams explain how vaccination helps reduce the incidence of disease in a population, using their Fairhaven sheets as evidence.

THE SCIENCE COVID-19 is frightening. It has changed the way we live and work, not only in our own communities, but in countries all over the world. In addition to health concerns, the CDC notes that public health actions, such as social distancing, can make people feel isolated and lonely, and can increase feelings of sadness, stress and anxiety. Talking about and naming our feelings, asking questions about things we don’t understand and hearing that others have the same concerns can help alleviate some fears that we all have. Even during a pandemic, people can reach out to one another and care for their mental health. Be sure that students know that they can reach out to their parents, a teacher or school nurse, for example if they have feelings of sadness or stress that feel overwhelming. It is recommended to stay socially connected with friends and family who don’t live in your home by calling, using online video applications or staying connected through social media. Remember, if meeting with others in person, it should be in a small group, outdoors, while wearing masks and staying at least 6 feet from one another. For students of all ages, drawing, writing or other creative activities can become an outlet for the expression of emotions generated by the pandemic.

RESOURCES • Centers for Disease Control and Prevention (CDC). Coping with Stress. https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html.

• US Department of Health and Human Services. Talk About Mental Health – For Educators. https://www.mentalhealth.gov/talk/educators.

It is recommended to stay socially connected with friends and family who don’t live in your home by calling, using online video applications or staying connected through social media. Remember, if meeting with others in person, it should be in a small group, outdoors, while wearing masks and staying at least 6 feet from one another. Life is Different Now | © 2020 Baylor College of Medicine | All rights reserved.

• Author: Nancy Moreno, Gregory Vogt • Web and Design Director: Travis Kelleher • Copy Editor: James Denk • Graphic Designer: Jose Chavero Rivera • Technical Reviewers: Wayne Shandera, Jennifer Anne Whitaker • Project Director and Series Editor: Nancy Moreno No part of this guide may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of Baylor College of Medicine. Black-line masters, student pages and slides reproduced for classroom use are excepted. © 2020 Baylor College of Medicine. All rights reserved.