COVID is continuing to spread even though we are no longer in a pandemic. Studies have shown that the cold and dry seasons are known to allow respiratory viruses to spread better. But, even after multiple experiments, scientists have not found a correlation between the weather and COVID. The risk of exposure to COVID was actually found to increase by 1 percent when a person has continued exposure to the virus. Another huge factor of the the spread of COVID is the lack of immunity amongst the youth and the elderly because they typically have no immune system.
How might you approach teaching a science course if the students are no longer learning in person or could not be in close proximity to one another?
Hey Brianna! This is a very insightful post; thank you for sharing!
While the pandemic seems to be fading in some minds, COVID-19 is still very present in the lives of many people, especially those with pre-existing conditions, the elderly, and the young.
With the virus being around for nearly five years, it’s time to solidify whether or not COVID-19 is affected by the weather. COVID-19 is a respiratory virus, and according to Mass Eye and Ear, the nose holds the key to our body’s immune response, and the cold weather inhibits the protection, making respiratory viruses more prone to occur in winter.
When I used to get sick with Strep throat, it was always during the coldest months of the year, and if you know anything about New Jersey in the winter, it gets rather complicated.
I think knowing what we now know about how critical our nose is in protecting us from respiratory viruses, people can learn how to take preventative measures, like if they know they are more prone to respiratory illnesses, maybe covering their nose when they go out in the cold would be something to consider.
Hey, Brianna! Thank you for the interesting article and question about COVID-19 and what that can mean for classroom instruction. It is important to consider what obstacles can prevent classroom instruction from happening in person and what that can mean for teaching. As COVID-19 has shown, it can become a reality quickly. As our understanding of COVID-19 evolves over time, so does our need to respond to it appropriately. To me, the bigger picture to consider when talking about in-person versus virtual learning environments is how to be flexible. Regardless of if the mode of your instruction shifts, that is an important skill for any educator to build. A simple example from class that relates to this are the penny experiments we did last class. In reflecting on them, I realized how simple they were and how few materials they required. And yet, they still had a large impact. If we are talking about a meaningful experience that a student could complete from home, that would be a perfect example of something that students could do in a virtual classroom from home as they probably have the materials to do it. Sometimes, we overlook simple techniques when they allow for the most flexible kinds of learning. That is as much a lesson for a teacher teaching virtually as it is for any teacher.
Hi Brianna! Your post about the spread of COVID was really interesting! Since a lack of immunity puts the youth at risk of getting COVID, it is important to think about what might happen to their education if COVID continues to impact our lives. I might approach teaching a science course if the students are no longer learning in person or could not be near one another by holding virtual sessions. I would want to be sure that my students can still experience science in a hands-on way, which might be difficult to control outside of the classroom. I would look for programs that offer virtual science experiments where kids can practice lab experiences at home. I remember we used to use “Gizmos Science Simulations” in high school which offers a ton of virtual science resources. Overall, this topic is definitely something to think about as a future educator and it was nice getting to explore some potential options!
Hi Brianna! I am glad you decided to bring this topic to discussion. I have found it particularly interesting just how common COVID-19 has become. 3 years ago it was terrifying and if/when someone got diagnosed they were to proceed with extreme caution. Although it is still scary now, it seems to be treated similarly to the common flu. I was at the doctor just yesterday as I was feeling under the weather and they ran tests for strep, flu, and COVID. I am hopeful with modern medicine that they will continue to make it more treatable. All of this being said, I hope the pandemic was the worst of what COVID has to offer due to the importance of in-person learning. If I were required to teach science through an online class, I would make sure to include multiple videos of demonstrations and require video submission responses to make sure the children are learning and able to have something to take away from the class. I also think it would be important to use experiments similar to those discussed in class that have easily accessible materials since it would be more difficult for the school to provide each student what was needed. I hope that COVID stays out of the classroom forever so we never have to go back to virtual learning!!!
I do not believe we’ve seen the last of COVID-19. I agree that one of the factors that contributes to the spread of COVID is low immunity among youth, elderly and medically compromised people due to little to no immune system. This is why vaccinations are important, if available and recommended based on the individual’s circumstances.
If the students are no longer learning in person or could not be in close proximity to one another I might approach teaching a science course through synchronous virtual learning.
Last fall, I was sick and the professor asked that I stay home and not attend the class even though I offered to wear a mask and socially distance myself from other students. The professor was right in asking me to stay home so as to not spread my illness to anyone.
I replicated what the students in class were doing at home by dissecting different flowers simultaneously. She sent me a list of items needed before class.
Another example was celebrating my daughter’s birthday during COVID-19 during the summer. I chose to do a virtual birthday by partnering with the Science Museum of Virginia. Her friends used items they had at home to create a parachute with an object, etc. They could see and communicate with each other and the instructor and had fun together while being apart due to the pandemic.
It can be accomplished through preparation, communication, flexibility and making sure materials are available and consistent for all. They could pick them up at the school if specific supplies needed through a contactless carpool; creative ways to make it happen.
Thank you for asking about teaching a science course in a contactless manner!
Hi Brianna, this is a really interesting topic and article! I also think the concept of virtual learning is so important to continue to keep in mind even though we are back to in person school. I was a senior in high school when COVID hit and we switched to virtual learning and
I know it made a big change in my learning and I know in my peers learning as well. I think coming from a older high school perspective being online and not being required to have a camera on and not being able to be in an environment with other working students made the focusing on learning/doing work much more difficult. There was not as much of a sense of responsibility to put all your effort in and not go off and do something else leaving your computer on. I think that being in a space with other working students in integral to a child’s experience because not only from a social/developmental side is it important to interact and collaborate but also because seeing other peers work makes the child want to do the same. When it comes to online learning and science from home, I think a good focus especially for younger ages is encouragement to learn about the area surrounding them, go outside, practice observations and skills that make them think about the world we live in. For accountability, I think taking videos and pictures and submitting responses or questions that can later be explored in different ways in the online class. Overall, I think sitting in front of a zoom screen for a long period of time does not contribute much to a child’s learning but combing that with independent activities that forces them to think and discover that they can then share with their peers is a good way to start.
Hi Brianna! This is a super interesting article, thank you so much for sharing. I think it is important to remember that while COVID is not affecting our lives to the extent it was during 2020. Like Josie, I was also at the doctor yesterday, and was tested for COVID along with the Flu and Strep Throat as a common procedure. I think this is a good indicator of how far we’ve come that now it is treated like a common flu, as a typical sickness. but, if there were to be another sickness or form of COVID that would cause a shutdown of typical lives, and therefore school would go virtual, I think flexibility would be important. I know as a high school freshman when COVID shut down our lives, my science teacher had us work on gizmos and watch videos, and join zoom meetings with our peers to work on projects together, as well as us submitting flipgrid videos to explain what we learned so our teacher could make sure we were understanding the material. I think the procedures would have to be a little different for elementary school students, but in concept would remain the same of making sure they are connecting with their peers through zoom if possible, and having them submit videos on what they are learning. While students have varying access to materials, most have the outdoors avalible to them, and I would make use of that, having them go outside and observe the outdoors and have them do projects where the materials you need are simple.