Profile Sheet:
Authors: Dawn Simpson, Andrea Hillman, Kirsten Schmidt, Nelson Perez
Primary Subject Area: Science
Outside Subject Area: Math, Language Arts
Class: Elementary Science
Class Level: Regular
Grade Level: 5th Grade
Class Time: Eight 60-minute periods
PBL Title: Researchers Attempt to Prevent the National Pandemic Spread of the Ebola
Virus in the United States
Description of Student Roles and Problem Situation: Students will act as Scientists,
Mathematicians, Technologists, and Engineers trying to find solutions to prevent the pandemic
spread of the Ebola virus. They will report to members of the Centers for Disease Control and
Prevention (CDC) on the most effective resolutions.
Adaptations for a 504 student:
The student will work in a heterogeneous group and will be given extra time to complete
assignments allocated to him/her within the group. The student will also be given individualized
attention dependent on accommodation.
Adaptations for an ESOL student:
The student will work in a heterogeneous group situation where his/her participation will
enhance learning. The student will also be given individualized attention. I will also provide
translations of the Meet the Problem documents and any other document the student requires.
Resources:
Web sites:
Ebola Data: http://www.cdc.gov/vhf/ebola/outbreaks/2014-west-africa/case-counts.html
The Ebola Virus Explained-How Your Body Fights for Survival:
https://www.youtube.com/watch?v=sRv19gkZ4E0
Bloom’s Taxonomy Question Stems:
http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/BloomsTaxo
nomyQuestionStems.pdf
Doctor Kent Brantly Infected with Ebola Safely Back in the U.S.: http://neversettle.org/doctorkent-brantly-infected-ebola/
About Ebola Virus Disease: http://www.cdc.gov/vhf/ebola/about.html
STEM Areas:
Science: Body Systems and Organs. Students will discover how body systems and organs relate
to the Ebola virus
Technology: Students will present written letter to the Committee/CDC regarding their concerns
and the need for a meeting. They will also create a powerpoint/website with information
gathered by the team (Scientists, mathematicians, and Engineers).
Math: Students will present graphs and tables (data) to compare Ebola cases in various
countries. They will also use mathematical expressions to compare and make predictions as to
the spread of the virus.
Engineers: Research materials and design a suit for caretakers of Ebola Patients
Standards addressed and Learning Outcomes:
Science:
SC.5.L.14.1 Identify the organs of the human body and describe their functions including the
skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive
organs, kidneys, bladder, and sensory organs.
Learning Outcome #1: Working in groups, students will accurately identify the process through
which the Ebola virus travels through and affects the body.
Math:
MAFS.5.G.1.2 Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in the context of the
situation.
MAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step how many more and how many less problems
using information presented in scaled bar graphs.
LO#2: After researching the Ebola virus, students will create a graph that illustrates the number
of cases in specific locations scoring at least satisfactory on the report rubric.
English Language Arts:
LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g.,
in contrast, especially).
d. Use precise language and domain specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
LO#3: After reading information from multiple sources, students will write letters
recommending possible solutions to the CDC scoring at least satisfactory on the report rubric.
Meet the Problem Documents:
To further create awareness of the problem students will watch a video entitled “Ebola
Explained”, read two articles about the Ebola Virus and its effects with graphs and tables that
reveal facts about the virus.
Students will be introduced to the problem by a letter from the head researcher of the CDC. In
addition, students will be given a folder with the Meet the Problem Documents which will
include blank paper for the groups to create different levels of questions that will lead them to
complete the assignment.
Ebola Data
Ebola explained video
Blooms taxonomy question stems
http://neversettle.org/doctor-kent-brantly-infected-ebola/
Letter From the CDC
Dr. Halt DeSpread
Head Research Coordinator
Centers for Disease Control and Prevention
1600 Clifton Road
Atlanta, GA 30329-4027 USA
To: Field Researchers,
As head research coordinator, I have authorized you, our Junior Field Researchers to investigate
alternative solutions to the widespread contamination of Ebola within the United States.
The following video explains the Ebola virus.
https://www.youtube.com/watch?v=sRv19gkZ4E0
We at the CDC implore you to consider all plausible scenarios to the resolution of this
impending pandemic disease. However, it is imperative that all suggested solutions be submitted
by May 8, 2015. This date will hence forth be referred to as V-day; “V “for victory in the fight
against Ebola!
Great minds, Great ideas, Great Solutions! Together we will find a cure!
Yours in Science,
Halt DeSpread
Head Research Coordinator
Center for Disease Control and Prevention
Ebola Data
Countries with Widespread Transmission
Country
Total Cases (Suspected, Probable, and
Laboratory-Confirmed
Total
Confirmed)
Cases
Deaths
Guinea
3578
3161
2383
Liberia*
10322
3151
4608
12398
8590
3901
26298
14902
10892
Sierra
Leone
Total
Countries with an Initial Case or Cases and/or Localized
Transmission
Country
No countries currently in this
classification
Total
Total Cases (Suspected,
Laboratory-
Total
Probable, and Confirmed)
Confirmed Cases
Deaths
0
0
0
0
0
0
Previously Affected Countries**
Country
Total Cases (Suspected, Probable, and
Laboratory-Confirmed
Total
Confirmed)
Cases
Deaths
Nigeria
20
19
8
Senegal
1
1
0
Spain
1
1
0
United States
4
4
1
Mali
8
7
6
1
1
0
35
33
15
United
Kingdom
Total
*One case of Ebola was confirmed on March 20, 2015. No cases of Ebola were identified during 21
days of monitoring of contacts of this case. The World Health Organization is responsible for
determining when Liberia will be declared free of Ebola virus transmission. Public health authorities
are maintaining active surveillance so that any new cases of Ebola are rapidly identified.
**There are currently no cases of Ebola virus disease (EVD) in Senegal, Nigeria, Spain, the United
States, Mali, and the United Kingdom. A country is considered to be free of Ebola virus transmission
when 42 days (double the 21-day incubation period of the Ebola virus) has elapsed since the last
patient in isolation became laboratory negative for EVD.
Article giving information on confirmed case in the United States.
Doctor Kent Brantly infected with
Ebola Safely Back in U.S.
August 3, 2014|Posted in: Health, In the News, Stories, Team Never Settle
Samaritan’s Purse doctor Kent Brantly, who contracted the Ebola virus
while treating patients in Liberia, is now back home in the United States.
A medical evacuation plane equipped with a special containment unit
arrived at Dobbins Air Force Base in Atlanta today at 11:20 a.m. ET. Dr.
Brantly was then transported to Emory University Hospital. Emory has
an isolation unit set up in collaboration with the Centers for Disease
Control and Prevention (CDC) to treat patients who are exposed to
serious infectious diseases. American Nancy Writebol, a missionary who
also contracted Ebola in Liberia, is expected to arrive in Atlanta within
the next few days.
“We thank God that they are alive and now have access to the best care in
the world,” said Franklin Graham, president of Samaritan’s Purse. “We
are extremely thankful for the help we have received from the State
Department, the CDC, the National Institute of Health, World Health
Organization and, of course, Emory Hospital.”
Brantly is a native of Indiana and a personal family friend. This is a guy
who not only believes in the values and core beliefs of Never Settle, he
is someone that was actively doing something about it. He, along with
his family, was willing to leave all the comforts of the United States to
use his talents as a physician to minister to the ‘least of these” in West
Africa, serving as the medical director for Samaritan’s Purse Ebola
Consolidated Management Center in Monrovia. I’m sure it would have
been easier to continue his private practice in Ft. Worth, Texas and let
someone else go and minister to the needs of the African people but
since October 2013, Brantly followed his heart and has been serving and
helping improve the lives of countless people in the center where he
works.
Just this week, Brantly received a blood transfusion from a 14 year old
Ebola survivor that he had personally helped treat. The young boy
wanted to give back and help save the man’s life that had saved his.
Conditions of both Brantly and Nancy are both considered grave and
worsening this week. An experimental serum arrived in Africa to help
treat the ailing patients but only one vial was delivered. Brantly insisted
that Writebol receive the only dose available. This is just another
testament to this man’s integrity and character.
As word that Brantly, now the first person to step on US soil with Ebola,
spread so did the outrage and fear. The World Health Organization and
the Center for Disease Control reiterate that extreme measures are
being taken to transport the patients. A one of a kind aircraft is being
used to isolate the patients in a tent-like structure called an aeromedical
biological containment system, which allows officials to move highly
contagious patients without fear of exposure to pathogens. Samaritan’s
Purse is committed to taking precautions to exceed the standards
recommended by the CDC.
Brantly is in for the fight of his life. This terrible disease has a 90% death
rate which is why being flown back to his home country to receive the
best possible treatment is imperative. There is no greater love than to lay
down one’s life for his friends. Brantly has selflessly been giving his life
to help people that literally cannot help themselves. Instead of coming
home to a fight of outrage and fear, the bravery, character and integrity
of this man should be received with lines of cheerful, thankful,
applauding Americans for the service he has given to the people of West
Africa. He was willing to help others, now it’s time for us to support him.
Let’s make the fight about survival not about his arrival.
Source: http://neversettle.org/doctor-kent-brantly-infected-ebola/
Article:
About Ebola Virus Disease
Ebola, previously known as Ebola hemorrhagic fever, is a rare and deadly disease caused by
infection with one of the Ebola virus strains. Ebola can cause disease in humans and nonhuman
primates (monkeys, gorillas, and chimpanzees).
Ebola is caused by infection with a virus of the family Filoviridae, genus Ebolavirus. There are
five identified Ebola virus species, four of which are known to cause disease in humans: Ebola
virus (Zaire ebolavirus); Sudan virus (Sudan ebolavirus); Taï Forest virus (Taï Forest
ebolavirus, formerly Côte d’Ivoire ebolavirus); and Bundibugyo virus (Bundibugyo ebolavirus).
The fifth, Reston virus (Reston ebolavirus), has caused disease in nonhuman primates, but not in
humans.
Ebola viruses are found in several African countries. Ebola was first discovered in 1976 near the
Ebola River in what is now the Democratic Republic of the Congo. Since then, outbreaks have
appeared sporadically in Africa.
The natural reservoir host of Ebola virus remains unknown. However, on the basis of evidence
and the nature of similar viruses, researchers believe that the virus is animal-borne and that bats
are the most likely reservoir. Four of the five virus strains occur in an animal host native to
Africa.
Source: http://www.cdc.gov/vhf/ebola/about.html
Sample Problem Statement and Sample Know/Need to Know Boards
Sample Problem Statement:
How can we, as Scientists, Engineers, Mathematicians, and Technologists Researchers gather
adequate information to persuade the CDC that we have the best solution for the spread of the
Ebola virus in the US in such a way that the problem is completely or greatly alleviated in the
U.S. and has a positive effect globally in such a way that:





Meet the deadline for presentation to CDC/Committee.
Compare Ebola cases worldwide.
Compare Ebola cases in states within the United States.
Examine how the virus is spread.
Provide accurate data displaying the impact of the virus in the United States and
worldwide.
Know Board:
1.
2.
3.
4.
5.
6.
7.
8.
9.
The deadline for Letter of Solution to the CDC is May 8, 2015.
We must make a presentation to the CDC.
Ebola is a virus that is contagious and can be fatal.
Ebola cases have been identified in the United States and worldwide.
There have been attempts to find a cure for the Ebola virus.
The majority of confirmed Ebola cases are found in Nigeria.
Four Ebola cases have been confirmed in the United States.
Researchers believe that the virus is animal borne.
Researchers believe that bats are the most likely reservoir of the Ebola virus.
Need to Know Board:
1. How does the virus travel from an animal to a human?
2. How does the virus travel from one human to another human?
3. How many days does it take for someone to contract the virus after been exposed to it?
4. How many people in the United States and worldwide have contracted this disease?
5. What has the United States done so far to alleviate the problem (virus and its spread)?
6. What have other countries done to prevent the virus from attacking their countries?
7. What role does the CDC play in combating the Ebola problem?
8. Are there any safety measures in place in the hospitals and other locations for suspected cases
of the virus and those who are diagnosed with Ebola?
9. To what extent have the solutions to eliminate the virus or the spread of the virus worked?
10. How does the Ebola virus affect the human body?
11. How can data be used to show the effects of the Ebola virus in the U. S. compared to the rest
of the world?
Capstone Performance Description:
The capstone performance for the problem includes two parts: a report and an oral group
presentation, both of which include individual assessments. The students will be given the task of
providing a feasible solution to the spread of the Ebola virus in the United States in particular,
which could also positively impact world solutions.
Each student is responsible for demonstrating that he/she has learned and mastered the content
identified in the Standards and learning outcomes; therefore he/she will be evaluated on his/her
letter to the CDC, a report giving a full explanation of the cause of the virus and how it affects
body systems and organs, and an oral presentation to the CDC.
In the letter to the CDC, each student will propose two possible solutions to address the problem
and include 4 justifications for why he/she is recommending one solution over the other.
Within the group, each student will read other students’ letters and collaborate in order to
determine one “best” solution to the problem that will be presented to the CDC.
The CDC members will be composed of parents, teachers, and administrators. These members
will be prepared to ask questions related to the problem of the students. The students in turn must
be prepared to respond with accurate scientific facts.
Student autonomy is encouraged, as each member of the group will determine which one of
his/her individual solutions that he/she will share during the oral presentations to the CDC. In
addition, each student will decide which justification for the group’s “best” solution that he/she
will share during the presentation to the CDC. Students will be given the autonomy to determine
the type of media that they will use during their oral presentations.
The arrangement of the room for presentation must be pre-arranged. The CDC members will sit
at a table facing the front of the classroom. Each presenter will present also standing in the front
of the classroom. The remainder of the students will sit in their desks behind the CDC members.
The presenters may use any technology and media tools necessary in order to give an effective
presentation – the projector, computer, chalkboard, maps, whiteboard, and the Internet.
A scoring rubric will be required for the student’s report (or letter) and a scoring rubric will be
required for the student’s oral presentation. (Both rubrics are included.)
In order to determine each student’s reflections of the entire process, each student will
individually complete a reflection questionnaire. (See below.)
Reflection Questions
1. What did you enjoy most about this activity?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How much did you know about the problem before we started?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What problem/s did you encounter while you were working on this problem-solving activity?
How did you solve it/them?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What would you change if you had to do this activity all over again? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Write 3 facts that you learned from this activity.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Room Arrangement Page
Screen
Whiteboard
Presenters
CDC Members
Student Desks
Rubric for Capstone Performance
Report Rubric (letter to the CDC):
Criteria
Content
Accuracy
Alignment to
the Problem
Statement
Required
Components
Mechanics
Exemplary
30 points
All science
information is 100%
accurate.
15 points
Each solution aligns
with all conditions in
the Problem
Statement.
Proficient
20 points
All science
information is 8099% accurate.
10 points
One solution aligns
with all conditions;
the other solution
aligns with all but
one condition.
50 points
40 points
The letter must
The letter must
include the following: include the
a) the group’s
following:
Problem Statement
a) an explanation of
b) an explanation of
how the Ebola virus
how the Ebola virus
affects the human
affects the human
body including 2
body including 3
accurate scientific
accurate scientific
facts
facts
b) a graph that
c) a graph that
accurately shows
accurately shows the the location of all
location of all
confirmed Ebola
confirmed Ebola
cases in the U. S.
cases in the U.S. and and at least 4
6 countries
countries
d) 2 possible
c) 2 possible
solutions
solutions
e) 4 justifications for d) 4 justifications
recommending one
for recommending
solution over the
one solution over
other
the other
5 points
3 points
No grammatical
1-3 grammatical
errors, including
errors, including
spelling,
spelling,
capitalization,
capitalization,
punctuation, subject- punctuation,
verb agreement are
subject-verb
Approaching
10 points
All science
information is less
than 80% accurate.
5 points
Neither solution
aligns with all
conditions.
20 points
The letter contains
less information
that is listed in the
“Proficient”
category.
1 point
More than 3
grammatical errors,
including spelling,
capitalization,
punctuation,
subject-verb
included in the letter.
agreement are
included in the
letter
agreement are
included in the
letter.
Scoring Guide
Exemplary: 90-100
Proficient: 80-89
Approaching: 70-79
Oral Presentation Rubric:
Criteria
Delivery
Exemplary
20 points
Maintains eye
contact with
audience 90% or
more of the time;
fluctuations in
volume and
inflection are not
monotonous and
are intended to add
clarity to
presentation; no
non-purposeful
movement; volume
is loud enough to
be heard in back of
room 90% or more
of the time.
Proficient
10 points
Maintains eye
contact with
audience 90% or
more of the time;
fluctuations in
volume and
inflection are not
monotonous and
are intended to
add clarity to
presentation; 1 or
2 non-purposeful
movement;
volume is loud
enough to be
heard in back of
room 85 – 89%
of the time
Approaching
5 points
Eye contact is less
than 80%; more
than 2 nonpurposeful
movements;
inaudible in back
of room more than
20% of the time
Comprehension and
Accuracy
30 points
Student answers
questions from
CDC panel with at
least 2 accurate
scientific facts.
20 points
Student answers
questions from
CDC panel with
at least 1 accurate
scientific fact.
5 points
Student fails to
answer questions
from the CDC
panel or could not
provide any
accurate scientific
facts.
Quality of Individual
Solution
20 points
Student’s solution
aligns to all
conditions in
Problem Statement.
Quality of Individual
Justification for Group’s
Best Solution
20 points
Student’s
justification for
group’s best
solution is 100%
accurate.
Reflection
10 points
Each student
answers all 5
reflection questions
Scoring Guide:
Exemplary: 90-100
Proficient: 80-89
Approaching: 70-79
10 points
Student’s solution
aligns to all but
one of the
conditions in the
Problem
Statement.
10 points
Student’s
justification for
group’s best
solution is 8099% accurate.
5 points
Student’s solution
fails to align with
2 or more
conditions in the
Problem
Statement.
5 points
Student’s
justification of
group’s best
solution is less
than 80% accurate.
10 points
Each student
answers all 5
reflection
questions
5 points
Each student
answers less than 5
reflection
questions
Two Alternative Solutions and Justification for Best Solution:
1. More thorough screening of people traveling to and from highly infected areas,
including media crew and medical teams. This screening should include thorough
questioning and interview.
Pros
Face to face evaluation;
Each case evaluated (one by one evaluation)
Cons:
Exposing the interviewer to the risk of being infected with the disease;
Can prove to be expensive – more people and more time
2. If a suspected case is discovered, move person immediately to safe ‘holding area’
(isolation) for at least one week. Suspected case must be given access to comfort; for
example, medical care, private bathroom.
Pros:
Isolation of contaminated individual which leads to the containment of the virus;
Less percentage of population exposed to the virus
Cons:
Public identification of suspected individuals (Public humiliation);
Emotional trauma
3. At least one hospital in each city fully equipped to deal with cases, including medical
teams, special ambulances and planes/helicopters, special rooms, and effective
protective gears for caretakers of the patients.
Pros:
Centers prepared for immediate response;
More highly trained professionals to combat the disease
Cons:
Can become very expensive to train people and for specialized equipment;
Re-allocating resources
4. Federal and state governments give more money for research.
Pros:
More research leads to more solutions;
Better understanding of the virus and how it is spread which will lead to more
effective solutions
Cons:
Federal and State governments have limited budgets;
More cooperation between Federal and State governments
5. Create awareness through social media of signs, symptoms, causes, and treatment of
the virus, including schools at all levels.
Pros:
Public awareness can lead to preventative measures;
Less fears about the spread of the virus and less alienating of individuals
Cons:
This depends on a society that is literate and is technologically advanced;
Creates unnecessary chaos
Best Solution:
The best solution is Solution 2. Individuals who have been exposed to the virus should be
immediately isolated, which includes suspected cases and those who have been diagnosed with
the disease and finally have immediate testing or treatment. Ebola patients who have recovered
must report to a facility to be retested for at least one year. The government, health agencies, and
reputable media must be involved.
Facts to support this solution:
(1) On October 20, 2014 The New York Times reported that, “The World Health Organization
declared the country Ebola-free Monday, a rare victory in the battle against the disease that is
ravaging West Africa.
Nigeria is the most populous country in Africa, with 160 million people, but had just 20 cases,
including eight deaths, a lower death rate than the 70 percent seen elsewhere across the stricken
region.
The report continued, “Officials are crediting strong tracking and isolation of people exposed to
the virus, and aggressive rehydration of infected patients to counter the effects of vomiting,
diarrhea and other symptoms.”
(2) On October 17, 2014 a WHO statement included the following reasons why the outbreak in
Senegal was quickly under control:
“The most important lesson for the world at large is this: an immediate, broad-based, and Wellcoordinated response can stop the Ebola virus, carried into a country in an infected traveller,
dead in its tracks. The first case is quickly detected, tested and laboratory-confirmed, and
immediately isolated.”
(3) According to the CDC, if there are concerns that a person could meet the criteria for the
Ebola virus, immediate separation from other patients into a private room with a private
bathroom is crucial. (http://www.cdc.gov/vhf/ebola/healthcare-us/evaluating-patients/thinkebola.html)
Debriefing Plan and Essential Concepts:
All groups of students will present their solutions to the audience, the CDC, and other students.
From there the teacher will record notes describing the possible solutions from all groups. The
next day, the teacher will write the possible solutions on the board and the students will write the
solutions and rate them in order from best (5) to last (1) by using a Ratings Instrument. (See
below.) The top two solutions that earn the greatest amount of points will be selected and then
discussed at length in a whole class setting. The students may consider combining the two
solutions in order to determine the best solution.
Ratings Instrument
Groups
1
Solutions
Ratings
2
3
4
5
Rate each solution using the following scale:
5: This solution will solve the problem and requires no changes or revisions.
3: This solution may solve the problem with 2-3 changes or revisions.
1: This solution could solve the problem if more than 3 changes or revisions were made.
Essential Concepts
The ‘best’ solutions must utilize accurate scientific concepts. This includes explaining how the
research/information gathered relates to the cause and effect of the Ebola virus, how it affects
body systems and organs and its signs and symptoms, and how the spread of the virus can be
contained.
1)
2)
3)
4)
Practice of Science (Ex. Hypothesis, observation, investigation, experiment, data)
The concept of the Ebola virus
The effects of the Ebola virus on the human body
Collection of data that describe the number of confirmed Ebola cases worldwide and
in the United States
5) Accurate evidence to support solutions
In addition to the scientific concepts, the solution must also include accurate mathematical data
comparing and contrasting the number of infected and fatal cases in the world as a whole, and
the United States in particular, using dates.
Throughout the problem based learning lesson, the teacher will be rotating among the students,
ensuring that they are focused on the essential concepts. In the event that a concept does not get
addressed, the teacher will step in and ask a prompting or coaching question.
Coaching Questions:
C: Cognitive
M: Metacognitive
E: Epistemic
Type of
Question
C
M
E
C
M
E
C
M
E
C
M
E
C
M
E
Question
Meet the Problem
Can you summarize the information that you have received?
What types of problem solving strategies might you use when solving this
problem?
Will this problem be easy or hard to solve? Why?
Know/Need to Know
Where could you to find out more information about this problem?
How do you know that information that you currently know?
What obstacles do you see that you may need to overcome?
Problem Statement
What is your role in this problem?
Do you agree with the Problem Statement that your group members have
developed? Why or why not?
What factors do you need to consider in order to reach a “good” solution?
Information Gathering and Sharing
How might you find that information?
How have you added to the group’s knowledge of the Ebola virus?
Why is that important?
Generating Solutions
What is your next step?
How did your group arrive at this solution?
Who will be unhappy with this solution?