Aims of the day <amend as needed>
• Discuss the scientific, ethical and social
aspects of vaccination
• Plan, develop and present an interesting
and informative project on vaccination
Time
Introduction to the day
Starter activity
Preparing for dialogue activity
Dialogue activity
Project on vaccination
Project presentations
Review of work
Follow up work
• Your task is to plan, develop and present
a project based on a question or problem
about vaccination
• You will carry this out in a small group
• You can use different formats such as a play,
museum exhibit, poster or animation
• As you work through the activities, note down
any ideas or information that may be useful for
your project
• Record questions that arise as you work
– write these around the outside of the page
• Record specific evidence of skills and
knowledge you have demonstrated within
the frame
• Summarise your learning about vaccination
in the centre.
News reporter: what are the facts?
Doctor/ scientist: how can scientific ideas
explain what is happening?
Historian: what events have led to this
situation?
Moral philosopher: is this ‘right’ or ‘wrong’?
Sociologist: what organisations, beliefs,
politics or economics affect these people?
Number of similar answers
Point score
Single correct answer
Less than 5 similar answers
5-10 similar answers
10 -20 similar answers
10 points
5 points
3 points
2 points
More than 20 similar
answers
1 point
Rights and duties
Rights are what you are ‘owed’ from other people or human society.
There is always a duty associated with a right.
Maximising the good in the world
This framework involves trying to achieve the greatest happiness for
the greatest number of people.
Deciding for yourself
This framework values your independence as a person. It is based on
the idea that decisions you make about your own life should be
respected.
Leading a good life
This framework is based on the idea that some actions are ‘right’ and
others are ‘wrong’.
• In your group, agree and write down up to 5 questions about
vaccination (relevant to your role).
• Watch the film and presentation, making notes on any information
which will to answer the questions.
• In your group, agree a single ‘answer’ for each question.
• Join one other group (with a different role).
• Each group should present their questions and ‘answers’ to the
other group. A student from each group should talk about one
question only, then allow another student to talk about the next
question.
• Discuss how the information about vaccination that each group
recorded was similar or different. Write these differences down.
• Write down the details of the resource, including where it is
from, title, presenter and date you accessed it.
• Create two columns –
1) for summary notes of the main ideas
2) for any questions or comments you have as you record
the information.
• Experiment with flow diagrams, spider diagrams and
Mind Maps to record information.
• Compare your way of taking notes with that of other students
in your group.
 There is a clear question or problem.
 The project has a suitable title which interests and
informs
and audience.
 It includes well thought out ideas from science,
ethics and society.
 The group has thought about information they
need to find out.
 The idea for presenting the project is interesting
and possible in the time available.
• Should richer countries and drug companies fund people in
developing countries to receive free vaccinations?
• What sort of support should UK parents be provided with to help
them make the right decisions about vaccinating their child?
• Vaccinations can’t remove risk of all infectious diseases.
• Not everyone is vaccinated for all the diseases which have an
available vaccination.
• Vaccinations take many years to develop.
• Some diseases only occur in developing countries. Who should
fund development of vaccinations for these diseases?
• Why do people have to receive more than one injection for most
vaccines to work properly?
 The question or problem is clearly stated in an introduction
 The intended audience is stated
 The presentation content, including images used,
is relevant to the stated question or problem and to
the audience
 The presentation keeps to its time limit
 Evidence is provided for any conclusions reached
 Key ideas are explained using appropriate vocabulary
and terms
 The presentation is engaging for the audience.
• PhotoStory allows you to produce a slide show with recorded
voice over and background music.
• Plan your presentation or animation using a storyboard.
• In the PhotoStory software, opt to ‘Create a new story’.
• Import pictures that you want to use – either ones you have
taken or scanned, or free images from the internet.
• Add any text needed to each image.
• You can record any voice-over that you want to go along with
the pictures.
• You can select background music from within the software.
• Save your project onto your hard drive or network area.
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Stop motion animations can be made using people, clay figures, pipe-cleaner figures
or toys (e.g. Lego)
Plan your set carefully. Place the figures into the set.
Place a camera in front of the set, supported so it will not shake as you take photos.
Make sure lighting is sufficient.
Take your first photo.
Move the figures a little at a time, taking one photo after each movement.
Each photo will become a frame of your final movie.
If the camera’s memory fills up, download your pictures into the movie software –
then carry on taking photos.
Choose a fast playback speed in PhotoStory or other video editing software, to
produce a smooth motion. Use the Motion and Duration tab to dictate the speed that
the slide show plays.
Add title pages, text, voice-over and music.
• Decide on the format of your exhibit: images and text; a model
with labels; a series of objects with a written or recorded
commentary etc.
• Use the ‘criteria for a good project’ to check the content being
communicated has a clear focus and purpose.
• Use sketches to plan the individual items you will produce and
the space that these will occupy.
• Allocate tasks to team members along with deadlines.
• Leave plenty of time to construct the final exhibit where it will
be shown.
• Decide on the form of your performance: short play or film;
TV documentary or news item; radio show etc.
• Use the ‘criteria for a good project’ to check the content being
communicated has a clear focus and purpose.
• Plan the overall ‘story’ being told in your performance.
• Allocate tasks for working up individual aspects of the
performance: e.g. script writing team; props; filming etc.
along with deadlines.
• Leave plenty of time to practice and time the complete
production ready for filming or live performance.
• Use the ‘criteria for a good project’ to check the content being
communicated has a clear focus and purpose.
• Agree the overall plan for the elements of your poster e.g.
images; sections ordered to ‘tell a story’; data such as graphs
or tables; text.
• Decide whether the poster will be produced in hard copy or
electronically, using graphic design software.
• Sketch out the design, thinking about visual impact; interest;
avoiding overcrowding; spelling and grammar; ease of
reading.
• Allocate tasks to work up separate elements of the poster to
team members along with deadlines.
• Leave plenty of time to construct the final poster.
• Use the ‘criteria for a good project’ to check the content
being communicated has a clear focus and purpose.
• Agree the overall plan for the individual nodes of your
concept map and how these link together. These nodes
represent the key ideas you wish to communicate.
• Choose the software you will use e.g.
http://www.spicynodes.org/
• Agree the information needed to illustrate each key idea.
• Allocate tasks (and deadlines) to work up separate nodes
along with the information included in each node.
• Leave plenty of time to construct the final concept map and
practice any presentation to your audience.