Science_Immersion_Activity

During this session, RD2.0 educators will explore a technology-infused lesson built on the NCNSP Common Intructional Framework.
 * ==Overview==

Through action and reflection, educators will evaluate the impact of effective technology integration on both teaching and learning. This model lesson stresses the importance of differentiating instruction to meet curricular objectives and will help educators identify best practices for technology integration. || ||

Immersion Session Agenda

 * 1) Integration: Incorporating the framework into instruction
 * 2) Preparation: Accessing and using SAS® Curriculum Pathways®
 * 3) Exploration: Investigating population dynamics and the H1N1 virus
 * 4) Discussion: Modifying lessons to meet curricular objectives
 * 5) Discussion: Identifying best practices

Integration: NCNSP Common Instructional Framework
Choose NCNSP Common Instructional Framework from the left menu for a general description of the framework components. Components we incorporated in today's lesson plan are indicated in red.

As a reminder, the framework components are: Collaboration, Writing to Learn, Literacy Groups, Questioning, Scaffolding, and Classroom Talk.

Preparation: SAS Curriculum Pathways
Available to educators at no cost, SAS Curriculum Pathways provides interactive, standards-based resources in English, science, mathematics, social studies, and Spanish for grades 8-12. SAS focuses on topics where doing, seeing, and listening provide information and encourage insights in ways conventional methods cannot.

Teacher Instruction Sheet

Exploration: Investigating Population Dynamics and the H1N1 Virus
Through this investigation, students explore viruses and their impact on population growth. Students will
 * Watch a short video
 * Research key terms related to human population growth
 * Analyze growth trends in healthy and infected human populations
 * Investigate the spread of H1N1 in the United States

Standards
This lesson addresses a number of objectives (4.03, 4.04, 5.01, and 5.03) in the North Carolina Standard Course of Study for biology.

Prior Internet/Web 2.0 Resource Knowledge

 * Using Wikis (Wikispaces account required)
 * Accessing SAS Curriculum Pathways

Duration

 * Two 90-minute classes

Learning Outcomes
Students will
 * Interpret population growth curves
 * Determine the influences of H1N1 disease on population growth
 * Explain how H1N1 can travel through a population
 * Analyze current H1N1 data (U.S.)

Classroom Logistics

 * Students are divided into groups (2-4 members).
 * Tables/desks are arranged in collaborative circles or squares.
 * Initially, students face the front of the room for the whole-class video presentation.

Resources
SAS Curriculum Pathways Survival of the Fittest: Simulating the Spread of Disease Modified Data & Observations/Data Sheet H1N1 Applet: USA Today Create a (Line) Graph

Optional Resource
Fever 1793 Historical novel appropriate for cross-curricular connections

Procedures
1. Watch the H1N1 video.
 * {Scaffolding 1, Literacy Groups, Classroom Talk} **
 * media type="youtube" key="TVLo2CtB3GA" height="364" width="445" ||
 * Alternatives: ||
 * Use @http://keepvid.com/ to download the video as an mp4 file. The video URL is @http://www.youtube.com/watch?v=TVLo2CtB3GA. ||
 * Log in to SAS Curriculum Pathways and enter 1277 as the Quick Launch number. Use this Audio Inquiry as an introduction to viruses. ||

2. Work with your group to create a Wiki page that defines your vocabulary term. You will have 10 minutes to complete your research and Wiki page. Be prepared to share your work.

Group 1. Human Population Dynamics 1 Group 2. Human Population Dynamics 2 Group 3. Unlimited Growth 1 Group 4. Unlimited Growth 2 Group 5. Exponential Growth 1 Group 6. Exponential Growth 2 Group 7. Limited Growth 1 Group 8. Limited Growth 2 Group 9. Logistic Growth 1 Group 10. Logistic Growth 2 Group 11 Exponential Growth 3

3. Groups will be asked to share their research regarding vocabulary associated with the lesson with the class. **{Steps 2 & 3: Collaboration, Writing to Learn, Scaffolding 2, Classroom Talk}**

4. Complete the hands-on activity. **{Collaboration, Questioning, Scaffolding 3, Classroom Talk}**

NOTE: due to today's time constraints, we are omitting this activity. Please review the handout to see what students would do and learn during this hands-on investigation.

5. Log in to SAS Curriculum Pathways as a teacher and navigate to resource 871. Review the Lesson Guide (Purpose, Assessment, Interaction, Integration) available from the gray teacher dashboard at the top of the window.

6. From the Materials section, open and review the Data Sheet, Data & Observations, and Analysis and Conclusions. We would provide students with a modified version of this lesson: Modified Data & Observations/Answer Sheet.

For today's session, rather than completing the Answer Sheet, we will work collaboratively to answer a series of discussion forum questions.

7. Use the BioScope to complete the exercises in Parts I-III of the Modified Data & Observations.

Be prepared to participate in a teacher-led discussion to answer the questions below. Through this discussion, we will analyze the data and graphs in order to draw conclusions. **{Collaboration, Writing to Learn, Questioning, Scaffolding 4, Classroom Talk}**

include component="comments" page="Science_Immersion_Activity" limit="100"

9. Investigate the spread of H1N1 flu in the U.S. You will be assigned a specific region. **{Collaboration, Writing to Learn, Questioning, Scaffolding 5, Classroom Talk}**

Note: due to time constraints we may need to modify this activity: Google Docs: H1N1 Spreadsheet 10. Take a snapshot of your graph and place it on your team page by uploading it to the Wiki. Make sure to assign a unique name to your image.
 * Access H1N1 Applet: USA Today.
 * Move the date slider to observe the number of flu cases (per million people) reported at each point in time.
 * Create a (Line) Graph for your region. You'll be plotting eleven items (data points).
 * Use weeks for the Item Labels and the number of cases as the Value for each.
 * Below is a sample graph created with this tool. Format yours similarly.

Example Page Bio1Team1 Bio1Team2 Bio1Team3 Bio1Team4 Bio1Team5 Bio1Team6 Bio1Team7 Bio1Team8 Bio1Team9 Bio1Team10

11. Participate in a teacher-led discussion emphasizing the regional trends depicted in the graphs. Be prepared to discuss the following question: What might influence the spread of H1N1 in these regions?