Day 4: Outbreak Investigators, Build the Response

Daily Learning Contract

• Topic: Outbreak Response
• Objective: Students will use the FYF case to explain how public-health workers connect evidence to confirming tests, immediate action, and prevention.
• TEKS: d(1)(C)
• Demonstration of Learning: FYF pp. 77-78 response plan and one public-health career-role sentence.

Lesson Overview

Before Class

1. Reopen the licensed helpful-information and response-plan pages in Canvas.
2. Students use FYF pp. 77-78 by default. Print the expanded response plan only for the no-workbook or extended route.
3. Post the real-event boundary. Students are analyzing a fictional case, not issuing medical or public-health instructions.
4. Prepare the Day 3 key so a student who was absent can enter with the supported working claim.
5. Default route: individual FYF pp. 77-78. Display one Day 3 supported claim for the class; print the expanded response plan only for the no-workbook or extended route.
6. Supplied claim: Tap-water exposure after flooding near the well is the strongest current hypothesis; bottled-water residents who stayed healthy strengthen the comparison, but water testing is still needed.

Warm-Up (5 min)

WARM-UP: What is the difference between an action that protects people today and a system change that prevents the next outbreak?

Collect one example of each. Keep the distinction visible.

Activity 1: Confirm the Source and Estimate Impact (15 min)

Students return to the working claim and select a water test, a sick-to-healthy comparison, and one additional check. For each, they write what it tests and what result would support the claim.

They estimate possible impact using two case facts: Fairview Edge has about 2,000 residents and many people use the same water system. "Thousands" is not a precise estimate in a town of 2,000. "Not enough information" is acceptable only when the student names the missing information.

Active Monitoring laps 1 and 2: Check that the test reaches the suspected source and that the impact reason uses the population or shared system.

Activity 2: Immediate Action and Prevention (18 min)

Students use the workbook's approved action choices and response-plan page. The optional expanded record adds separate role, support, evidence, and trade-off fields when the teacher wants that deeper route.

Students choose immediate actions from the supplied list and explain why the actions reduce harm during the current event. They choose one prevention step, connect it to a case clue, and explain why it should come first.

Do not ask students to invent health instructions. The teacher presents the source actions exactly as a fictional analysis task. In a real event, current local public-health directions control.

Active Monitoring laps 3 and 4: Check that each immediate action has a reason, then check that the prevention choice answers a clue from the case.

Students name one public-health worker who would test, communicate, or manage part of the response and the work product that person would produce. This sentence is the direct d(1)(C) evidence.

Safe trim: Cut the peer exchange and use the private self-check. Protect one confirming test, the impact estimate, one immediate action with a reason, one prevention priority tied to a clue, and the career-role sentence. Reserve three minutes to collect or confirm workbook evidence.

Activity 3: Quiet Peer or Self-Review (4 min)

Students use the five-item review checklist. A partner may mark one missing link between evidence and action. A private self-check is equal and does not reduce the score.

Exit Ticket (5 min)

EXIT TICKET (Mini-Case / Scenario Application) · Printable PDF:

A town distributes safe drinking water during a suspected contamination event. The next month, it also moves the well equipment above the flood line.

1. Which action is immediate, and why?
2. Which action is prevention, and what case clue supports it?

Teacher Key and Extension Prompt

Key: Safe-water distribution is the immediate action because it reduces current exposure. Moving equipment is prevention because flooding near the source is part of the suspected pathway.

DOK 3 prompt: If the town can fund only one prevention step this year, which supplied option should come first? Defend the choice with a case clue and one trade-off.

Access, Absence, and Extension

• Support: Provide the Day 3 supported claim, sentence frames, and typed, written, or dictated response routes.
• ELL: Use bilingual labels for immediate action, prevention, evidence, support, and trade-off.
• Absence: Provide the Day 3 case summary and supported claim so the student can begin without recreating the investigation.
• No presentation is required. The completed plan is the evidence.
• Extension: write a short fictional public notice using only the approved facts supplied by the teacher.