The Spread of a Virus: Are All Viruses Virulent?

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

9, 10, 11, 12

Overview

In this activity, students will watch a short video clip that displays how quickly past viruses have spread and how deadly they are. This will activate students' prior knowledge about rates of growth and provide the context for the simulation activity they will engage in during the next activity.

This activity results from the ALEX Resource Development Summit.

Phase

Before/Engage

Mathematics (2019) Grade(s): 09-12 - Algebra I with Probability

MA19.A1.24
Distinguish between situations that can be modeled with linear functions and those that can be modeled with exponential functions.

Vocabulary

Linear functions
Exponential functions
Constant rate of change
Constant percent rate of change
Intervals
Percentage of growth
Percentage of decay

Knowledge

Students know:

Key components of linear and exponential functions.
Properties of operations and equality

Skills

Students are able to:

Accurately determine relationships of data from a contextual situation to determine if the situation is one in which one quantity changes at a constant rate per unit interval relative to another (linear).
Accurately determine relationships of data from a contextual situation to determine if the situation is one in which one quantity grows or decays by a constant percent rate per unit interval relative to another (exponential).

Understanding

Students understand that:

Linear functions have a constant value added per unit interval, and exponential functions have a constant value multiplied per unit interval.
Distinguishing key features of and categorizing functions facilitates mathematical modeling and aids in problem resolution.

Learning Objectives

Students will develop an understanding of how the spread of a virus grows by a constant multiplicative rate and not a constant additive rate.

Activity Details

Students will watch the short video clip from the link, during the times of 1:20-2:15. As students are watching the graph illustration for different viruses, students will record all observations and questions they may have about the video. They should pay specific attention to how different viruses affect people at different rates. Once the students have completed their writing, a whole class discussion focused on their observations and questions should take place with the lens of orienting students to how the different rates of spread compare.

Assessment Strategies

As this is a before activity to activate students' prior knowledge, a quick poll of the classroom asking students to identify the virus that has the fastest and or slowest spread is sufficient to gauge their understanding of comparative rates of change. The poll can be conducted by having students raise their hands or a premade poll that uses technology can be used to collect data if it is available.

Background / Preparation

The teacher should watch the video clip beforehand and make notes of possible student observations and questions. The teacher should also make a ranked list of the rates of spread for the viruses to easily assess where the students are in their understanding.

Learning Activity (Before)

The Spread of a Virus: Are All Viruses Virulent?

Total Duration

0 to 15 Minutes

Learning Activity (During)

Learning Activity (After)

The Spread of a Virus: Which Virus Is More Virulent?

Snopes Coronoavirus Fact Check

https://youtu.be/6dDD2tHWWnU

Approved Date

2020-08-04

Owner (Author)

dcdai

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