Mathematics

S/N	Time	Activity	Equipment / Remarks
1	5 mins	Introduction and Overview 1.     Brief students of the learning objectives of the activity, which would be achieved by the ‘viral infection’ in the community activity.
2	10 mins	Making Connections to Prior Knowledge (Pair work) 2.     In pairs, the group is given an overview on the concepts of graphs and Cartesian Coordinates. 3.     Using the analogy of a vending machine, students will be taught on input and output as x and y – axes. 4.     Given that the cost of a can of soft drink is $0.75, students have to key in the cost of 2, 3, 4, 5 cans of softdrinks. The responses will be reflected on the screen for all to view. 5.     Students to make connections between the input, output and the generating results shown. 6.     Students to key in their observations / responses in the Activity blog.	e-info sheet e-Task sheet and TI-Nspire Activity Blog
3	10 mins	The Mission – setting the Context (pair work) 7.     Students are presented with the scenario when Singapore was confronted by the SARS-issue 8.     Using the Activity Blog, students will comment on the following questions. Key Questions o   What do you think are the causes of the widespread of SARS in East Asia (in general) and in Singapore (in particular)? o   Do you think Singapore is now safe from SARS attack? Why?	e-info sheet TI-Nspire Activity Blog
3	10 mins	The Mission – Scenario 1 (pair work) 9.     Students are presented with Netlogo – a simulation tool and the scenario of ‘ the virus attack’ via Netlogo.  10.  In pairs students will be assigned a ‘virus avatar’. Students will be working in a network environment where they will be able to view the positions of other avatars. Students will test the system by navigating their ‘virus avatars’ according to instructions given by facilitator (top left, bottom right, specific coordinates) Scenario 1 11.  Students are presented with scenario 1 of the virus attack, where the community knows the identity of the infected party.  o   Member 1 of pair will maneuver the ‘virus avatar’ to avoid infection. o   Member 2 of pair will observe the patterns created by the graph. o   Activity ends when all the avatars have been infected. 12.  Students will input the patterns observed in the Activity Blog. Key Questions: o   State at least 2 patterns observed on all the avatars once the infection is detected? o   What do you notice about the steepness/gentleness of the graphs as time progresses?	NetLogo – virus activity Activity Blog
3	10 mins	The Mission - Scenario 2 13.  Students are presented with scenario 2 of the virus attack, where the community does not know the identity of the infected party.  o   Member 2 of pair will maneuver the ‘virus avatar’ to avoid infection. o   Member 1 of pair will observe the patterns created by the graph. o   Before the Start of Activity: students to predict patterns on the graphs and key into the Activity Blog: o   Activity ends when all the avatars have been infected. Key Questions: o   State at least 2 patterns observed on all the avatars? o   Is your prediction accurate? Why?	NetLogo – virus activity Activity Blog
3	10 mins	Consolidation and Conclusion 14.  Consolidate their findings. Focus on the following  o   How Mathematics is used to model a real life scenario. o   Collaborative and networked learning environments allow students to discuss on-line synchronously or asynchronously thus creating more depth and variety in the discussions. o   Using collaborative tools like TI-Nspire or Netlogo give everyone the ‘voice’ and opportunity to articulate their thoughts. o   End the sessions by requesting all students to complete the survey Key Questions: o   What are your key learning points from this activity about teaching and learning in SST?