The Science of COVID-19

CLASSROOM MATERIALS & MEDIA REVIEW JEFFREY D. SACK, DEPARTMENT EDITOR completion for scoring 80% or better on each module. Module 1, “Virology,” begins with a storyline of a patient admitted to a hospital in China with unexplained symptoms. Participants learn about the viral structure and how genome analysis and electron micrographs contribute to virus identification. Similarities and differences between SARS, MERS, Bird Flu, and other known viruses are referenced. Lessons range from general information to the application of the content knowledge using bioinformatics. The activities provide the link to “Fuzzy Search DNA” and BLAST with specific instructions to navigate the sites with ease. Building upon module 1, module 2, “Epidemiology,” delves into the history of vaccine development, with smallpox as the underlying story focused on methodology and bioethics. Vaccine development, along with the central dogma of biology, highlights the antigen and antibody interactions. A computational model using NetLogo simulates susceptible, infected, and recovered people under various parameters. These simulations reinforce the likelihood of infection and the average duration of transmission based on mask effectiveness and social distancing. These simulations allow participants to collect data from multiple trials and save work for graphical analysis. Further optional, advanced investigations are possible using NetLogo as participants propose their own research questions within the simulation’s parameters. Additionally, an overview of PCR and computational models using JSmol are available as extensions. As local news reports county and state COVID-19 statistics, module 3 on “Public Health Preparedness” focuses on the vulnerability and risk assessment for hospitals in a specific area. Participants can see and work with the data from their own state and/or county using ArcGIS and USAFacts. Participants use the data directly to calculate healthcare capacity and prevalence curves. Simple calculations reinforce the need to pay attention to vulnerable populations and the indirect impacts associated with SARS-CoV-2. Volunteer organizations such as the American Red Cross, Key Club, DoSomething.com, and Meals on Wheels are mentioned for those inspired to help as one’s understanding of the pandemic increases. Registration is free for both students and teachers. The activities are appropriate for advanced middle school students and all levels of high school students. Teachers should make sure to register as a teacher in order to obtain access to the teacher resources, which include hard copies of handouts and quizzes for students with instructor answer keys. These resources mimic the online versions with stepby-step instructions, which can be modified if needed for differentiation. If one is using the online version exclusively, it is recommended that multiple tabs are open in the browser for easy navigation back to the online course and the sites linked within the activities. Support is offered for anyone experiencing technical difficulties. The Science of COVID-19 online course is an excellent resource for the teacher looking for accurate, peer-reviewed resources to bring scientific exploration and real-world data about current events into the classroom. It is also a valuable resource to educate oneself before presenting the material in the classroom. The Teacher Implementation Guide is a good place to start for a general overview. However, before using the modules with students, teachers should work through each module separately. The guide suggests three hours to complete all three modules. However, additional time is required to conduct all of the simulations and navigate the various sites collecting data. Participants can expect to spend four or five hours if truly completing all the activities properly. These activities would be appropriate for in-class, hybrid, or entirely remote learners. Overall, many conceptual and analytical resources are consolidated into one course appropriate for anyone searching for a cohesive presentation of SARS-CoV-2. Karen Cruse Suder Science Faculty The Summit Country Day School Cincinnati, OH 45208 suder_k@summiStcds.org The American Biology Teacher, Vol. 83, No. 6, pp. 416, ISSN 0002-7685, electronic ISSN 1938-4211. © 2021 by The Regents of the University of California. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press’s Reprints and Permissions web page, https://www.ucpress. edu/journals/reprints-permissions. DOI: https://doi.org/10.1525/abt.2021.83.6.416. 416 THE AMERICAN BIOLOGY TEACHER VOLUME 83, NO. 6, AUGUST 2021 Downloaded from http://online.ucpress.edu/abt/article-pdf/83/6/416/477242/abt.2021.83.6.416.pdf by guest on 05 November 2021 The Science of COVID-19 (Pennsylvania State University, https://www.covid19.csats.psu.edu/) As biology teachers, we are fascinated by the natural world. However, there are times when we do not have answers for every student question. If the COVID-19 pandemic taught us anything, it is that we are lifelong learners. We follow the research developments, seek the facts, and struggle with how to bring this current event into our classrooms, while juggling remote learning. Incorporating real-world research and data helps increase understanding for both the teacher and the students. But where is one to turn to find such authentic research? It is overwhelming to sort through the plethora of journal articles, websites, activities, and videos about SARS-CoV-2. Fortunately, Penn State University has developed a free online course, The Science of COVID-19 (https://www. covid19.csats.psu.edu/), with three modules focusing on virology, epidemiology, and public health preparedness. The online course is an excellent resource that explains the basics of virology and epidemiology while applying our knowledge to the novel virus and public health for both students and teachers. The Science of COVID-19 modules place participants in the roles of virologists, epidemiologists, and public health professionals with clear, concise explanations within lessons and activities. Research questions such as “How do scientists isolate and identify novel viruses?” are interspersed with images and infographics from a variety of sources, including YouTube, HHMI BioInteractive, the New York Times, Research Gate, BBC World News, NBC News, National Geographic, and Scientific American. There are links to both secondary and primary sources, which would be quite valuable for advanced students or essential background information for teachers. Each module consists of multiple lessons and activities with multiple-choice questions ranging from content knowledge to evaluation, analysis, and application. Self-progression can be verified via the “That’s correct!,” “Try again,” or “Look again” response to each of the multiple choice questions. A summary and quiz conclude each module. Participants can earn a certificate of Downloaded from http://online.ucpress.edu/abt/article-pdf/83/6/416/477242/abt.2021.83.6.416.pdf by guest on 05 November 2021