COVID-19 Pandemic Project

In this inquiry-based project, students generate their own question about the epidemiology of COVID-19 (coronavirus disease 2019) and answer it using data in a “Claim, Evidence, Reasoning” format. The lesson materials provide scaffolds for helping students select a good inquiry question, find reliable sources of information, and analyze data to help them answer their question.

The series of lessons is designed with distance learning in mind and can be completed either at home or in the classroom, with computer access. Because the lesson materials focus on building media literacy and data analysis skills, they can be modified to fit a variety of contexts. Lastly, it is important to note that this lesson was developed in April 2020 with available data and information about the epidemiology of COVID-19 evolving rapidly. Thus, the sample websites linked on the supplemental resources may no longer be relevant if much time has passed.

Learning Objectives

  • Make a claim that answers a question about the epidemiology of COVID-19 and support it with evidence and reasoning.
  • Distinguish between reliable and unreliable sources of information.
  • Analyze and interpret visual representations of data such as graphs.

Prior Knowledge

  • Using a “Claim, Evidence, Reasoning” format for constructing a scientific explanation may be helpful for students prior to using the lesson resources.

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Science and Engineering Practices

  • Asking Questions
  • Analyzing and Interpreting Data
  • Engaging in Argument from Evidence
  • Obtaining, Evaluating and Communicating Information

Crosscutting Concepts

  • Patterns
  • Cause and Effect
  • Stability and Change

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Amanda Cherry
Paradise Valley HS
Phoenix, AZ

The curriculum materials are beautifully prepared and easy to understand-thanks for preparing such great resources that are easy to use.

Byron Gougoumis
Burton HS
San Francisco, CA

All Babec labs are well organised and modelled effectively with clear, helpful procedural instructions, easily transposed to the classroom.

Gianne Souza
Lincoln HS
San Francisco, CA

The online resources are SO well done! The best I have ever had. Very little modification to make them clear and easy to follow. I have done two BABEC lessons and they are so well made that they made teaching online fun again.

Heather Johnson
Burlingame HS
Burlingame, CA

When doing the BABEC labs I consistently hear students say they feel like "real scientists."

Marianne Gudmundsson
Glenbrook South HS
Glenview, IL

Well organized and scaffolded; flexible structure and can be used partially or as a whole. This unit can be used as is...superbly written and thought out...incorporates many skills and allows student collaboration and student choice/voice.

Rocky Ng
South San Francisco HS
South San Francisco, CA

Thank you for creating these curriculum materials. I am beyond grateful for the quality lessons, on-the-point figures/videos, and easy-to-navigate biotechnology curriculum.

Thi Ngo
Capuchino HS
San Bruno, CA

The level of support really made the whole process easier and encouraged me to continue incorporating biotech into my curriculum. Thank you for the live assistance during the labs and for responding to inquiries so promptly and with such urgency.

Anonymous Teacher

Really well thought out curricula. Great to see "old" activities that have been re-imagined with lots of consideration to NGSS.

Anonymous Teacher

This was the best educational workshop I have had the honor of attending, and I am so thankful.

Anonymous Teacher

Wonderfully executed. Strengthened my skills. Thank you!!

Anonymous Teacher

BABEC has such a strong positive impact on teachers and students - thank you for your amazing work!