Public health debate
Argue whether individual freedom or community protection should take priority during an outbreak response.
One sentence citing outbreak data (incidence or prevalence) to support your liberty or protection position.
- 1Do thisArgue whether individual freedom or community protection should take priority during an outbreak response.
- 2Use this resource
- 3Submit thisExit ticket: One sentence citing outbreak data (incidence or prevalence) to support your liberty or protection position.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Biotechnology for Health (Biomedical Innovations) › Outbreak line lists, incidence/prevalence, controls, intervention design. › Exit ticketOpen Schoology
Read to prepare for today
Vetted sources picked for today's question. Skim these before you take a position or start the work, so your argument and evidence are grounded.
- CER:
- Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure — the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: Effective outbreak control requires balancing individual rights against community health data.
- 0-5 minWarm-up: name one outbreak control measure you've seen or heard about
- 5-20 minRead scenario; choose liberty or protection; list two data-grounded reasons
- 20-40 minSmall-group debate tracking which claims cite incidence or prevalence numbers
- 40-55 minFull-class debrief: which argument was hardest to counter and why?
- 55-70 minReflection: where would you personally draw the line in a real outbreak?
- 70-80 minExit ticket: one sentence citing outbreak data to support your position
- • When an outbreak spreads, public health officials face a genuine ethical tension.
- • Quarantine protects the community but restricts individuals who may feel healthy.
- • Today you argue one side of that tension using the actual outbreak numbers in the briefing.
- • Strong arguments cite incidence and prevalence data, not just values.
- 1Read the outbreak scenario and the proposed control measure.
- 2Choose a side: individual liberty or collective protection.
- 3List two reasons your side better serves public health.
- 4Debate in your group, tracking how incidence and prevalence data are used.
- 5Reflect on where you would draw the line in a real outbreak.
- • You defended a position on liberty versus collective protection.
- • You connected your argument to outbreak data.
- • Incidence measures new cases in a period; prevalence measures all active cases at a point in time.
- • Control measures restrict behavior and require ethical as well as epidemiological justification.
- • Evidence-based arguments in public health debates reference case counts and transmission data.
Your PLTW work today
Outbreak line lists, incidence/prevalence, controls, intervention design. · Public health debate
Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open Problem 5 Combating a Public Health Issue in your myPLTW course shell and navigate to the public health ethics discussion activity.
Check off the public health ethics discussion milestone in your activity tracker after submitting your reflection.
You are starting Problem 5 on schedule; by end of today your outbreak-data-grounded reflection should be submitted.
Reflection paragraph attached as evidence of the discussion milestone.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Outbreak line lists, incidence/prevalence, controls, intervention design. · Public health debate
Open Problem 5 Combating a Public Health Issue in your myPLTW course shell and navigate to the public health ethics discussion activity.
You are starting Problem 5 on schedule; by end of today your outbreak-data-grounded reflection should be submitted.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Argue whether individual freedom or community protection should take priority during an outbreak response.
- Read the outbreak scenario and the proposed control measure.
- Choose a side: individual liberty or collective protection.
- List two reasons your side better serves public health.
- Debate in your group, tracking how incidence and prevalence data are used.
- Reflect on where you would draw the line in a real outbreak.
Exit ticket: One sentence citing outbreak data (incidence or prevalence) to support your liberty or protection position.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read the outbreak scenario and the proposed control measure. | _______ |
| Choose a side: individual liberty or collective protection. | _______ |
| List two reasons your side better serves public health. | _______ |
| Debate in your group, tracking how incidence and prevalence data are used. | _______ |
| Reflect on where you would draw the line in a real outbreak. | _______ |
Working solo? Put your own name in "Who" for every row.
- You defended a position on liberty versus collective protection.
- You connected your argument to outbreak data.
Teacher-posted resources
Classroom documents for this lesson. Ones marked “Open the file” open right here; the rest are posted in Schoology. Use the label on each card to choose the right move.
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Public health intervention and epidemiology by path:Biomedical-Innovations/Problem-5_Public-Health-Issue/00_Problem-Overview; keywords:public health, epidemiology, outbreak. Score 154. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Public health intervention and epidemiology by path:Biomedical-Innovations/Problem-5_Public-Health-Issue/00_Problem-Overview; keywords:public health, epidemiology, outbreak. Score 154. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this after the required lesson work when you are ready for a harder application or a deeper connection.
Placement rationale
Matched Public health intervention and epidemiology by path:Biomedical-Innovations/Problem-5_Public-Health-Issue/5.1_Public-Health-Issue; keywords:public health, epidemiology, outbreak. Score 146. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Lab & supplies
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
What to do if you were absent
Post a 150-word stance on a mandatory control measure during an outbreak, then reply to a classmate who argued the opposite.
Then submit your Exit ticket on Schoology.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC: Principles of EpidemiologyOptional extra credit (async)
You've passed Unit 2, so the optional extra-credit track is open. Complete reserved-unit work from home (virtual labs included) for extra credit, all submitted on Schoology.
Open the extra-credit track- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way (Schoology for routine work) and confirmed.
Drop your Mon, Apr 5, 2027 · Public health debate here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
Upload a project