# Challenge 4: Do Preventative Measures Even Make a Difference?

### Learning Target:

• I can identify patterns in positive COVID-19 cases using data tables and graphs.

Time Required: 45-60 minutes

At the beginning of the COVID-19 pandemic, officials, scientists, and leaders were unsure about the benefits of shutting down schools and other areas where large numbers of people congregate. Did they make the right decision? Use evidence to support your claim.

## Analyze and Interpret Data:

### Connecticut

1. What is the overall pattern of the graph?
2. What does the pattern mean (suggest)?
3. Describe any correlations between either the orange or green dashed lines? (The orange dashed lines correspond with closure policies and the green dashed lines correspond with reopening policies.)

### Florida

1. What is the overall pattern of the graph?
2. What does the pattern mean (suggest)?
3. Describe any correlations between either the orange or green dashed lines? (The orange dashed lines correspond with closure policies and the green dashed lines correspond with reopening policies.)

### Texas

1. What is the overall pattern of the graph?
2. What does the pattern mean (suggest)?
3. Describe any correlations between either the orange or green dashed lines? (The orange dashed lines correspond with closure policies and the green dashed lines correspond with reopening policies.)

## Reflect & Discuss

• How do state closures and openings affect the number of COVID-19 cases? Use the claim-evidence-reasoning format.