For the Cure Course, GCE Sophomores investigated the following guiding question:
What did the Liver say to the Acetaminophen?
Here’s the scenario students were challenged with:
The UNICEF (United Nations Children’s Emergency Fund) is very concerned about the incorrect use of medicaments taken by children around the world. It started a campaign to educate children and parents about the effects of commonly used drugs. The UNICEF asked for students from around the world to write “chronic strips”, this is, comic strips featuring interactions between medicaments and the different parts of the body.
Please click on the different parts of the chronic strip below to see each student’s full chronic strips.
Alignment with Common Core, NextGen and UN MDGs Standards
UN Millennium Development Goals (MDGs)
Goal 4: Reduce child mortality
Target 4A: Reduce by two thirds, between 1990 and 2015, the under-five mortality rate
Goal 5: Improve maternal health
Target 5A: Reduce by three quarters the maternal mortality ratio
NextGen Science Standards
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
CCSS ELA Standards
W 9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W 9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
RL-11/12-5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.