II.+BLP1-+Lesson+Plan

toc = BLP1 for Redesigned Schools 2.0 =

I. Title- Population Dynamics and the H1N1 Virus


Image 1. Picture taken of the H1N1 influenza virus from the CDC Influenza Laboratory.

** - Prior Internet/Web 2.0 Resource Knowledge **

 * Use of Wiki and Use of spreadsheet program (Students will need an account to wikispaces)
 * Use of [|SAS Curriculum Pathways]

**- Length of lesson**

 * Two 90 minute classes

- Learning Outcomes
The student will-
 * Interpret population growth curves
 * Interpret disease graphs depicting changes in the numbers of susceptible, infected, and recovered individuals over time
 * Determine the influences of carrying capacity and disease on population growth
 * Compare and contrast characteristics of several infectious diseases with an emphasis on the H1N1 Virus
 * Analyze current data on the spread of the H1N1 flu in various regions of the U.S.


 * Students will work in groups of 3. Tables/desks should be arranged in collaborative circles or squares. Initially, students will need to be facing the "front" of the room for a video presentation.

III. Lesson Plan
= =

- Period 1
Bio1Team 1 Bio1Team 2 Bio1Team 3 Bio1Team 4 Bio1Team 5 Bio1Team 6 Bio1Team 7 Bio1Team 8
 * === Introduction ===
 * 1) Explain to the students that they will be doing a collaborative project on population dynamics as related to the H1N1 flu virus. Show video regarding the H1N1 Virus. This is embedded in the Wiki. This video can also be downloaded to your local machine using [|http://keepvid.com/]as a .mp4 video file. ([])
 * 2) Alternatively, login to [|SAS Curriculum Pathways] and go to "Quick Launch"- 1277. This is another good video about viruses.
 * media type="youtube" key="TVLo2CtB3GA" height="364" width="445"
 * 1) Read the basic information about population dynamics as found at -introduce the general terminology regarding human population dynamics such as unlimited growth, exponential growth, limited growth, logistic growth, and factors which limit growth creating the carrying capacity of the population.
 * 2) Divide your class into groups of 3 students. Each group will be investigating human population dynamics as related to either the H1N1 virus, Measles Virus, or Small Pox Virus.


 * 1) Introduce the general terminology regarding human population dynamics such as unlimited growth, exponential growth, limited growth, logistic growth, and factors which limit growth creating the carrying capacity of the population.
 * 2) http://specials.usatoday.com/h1n1+flu/

Length: 50 Minutes “Today we are going to learn about how humans are impacting the environment in North Carolina by gauging the health of two different water systems. You will begin by working with your partner on one system and answering the questions about that system. Tomorrow, you will discuss your system with your entire table, explaining why or why not you believe this water system is healthy. You have 50 minutes to answer your questions.”
 * ===**__ Lesson __**===
 * Partner Activity
 * Group A (slightly more complex due to averaging values)
 * Click on “[|Neuse River Information]”
 * Instructions
 * You are viewing data about the Neuse River at three locations in North Carolina. First, click on the hyperlink below to open the data sets.
 * Your data sets have two values for every category because the USGS took readings at both the top and bottom of the river. For each category and each year, average the two values (sampling depth, water temperature, pH, and dissolved oxygen). Next, convert your water temperature average into degrees Fahrenheit. The formula is Fo = (9/5)•Co + 32
 * Open Google Spreadsheets. Create a table similar to the USGS table for each location on the river, except use the averages you found.
 * Helpful insights from EPA ([])
 * Temperature should be less than 25o C, or 77o F
 * pH should be between 6.5 and 8.0
 * Conductivity should be between 1500 and 5000 ms/cm
 * Dissolved oxygen must be above 5 mg/l. Good water is about 8 mg/l.
 * Answer the questions on the wiki
 * Group B
 * Click “[|Roanoke River Information]”
 * Instructions
 * You are viewing data about the Roanoke River at three locations in North Carolina. First, click on the hyperlink below to open the data sets.
 * Your data sets have two values for every category because the USGS took readings at both the top and bottom of the river. For each category and each year, average the two values (sampling depth, water temperature, pH, and dissolved oxygen). Next, convert your water temperature average into degrees Fahrenheit. The formula is Fo = (9/5)•Co + 32
 * Open Google Spreadsheets. Create a table similar to the USGS table for each location on the river, except use the averages you found.
 * Helpful insights from EPA ([])
 * Temperature should be less than 25o C, or 77o F
 * pH should be between 6.5 and 8.0
 * Conductivity should be between 150 and 500 ms/cm
 * Dissolved oxygen must be above 5 mg/l. Good water is about 8 mg/l.
 * Answer the questions on the wiki
 * Answer the questions on the wiki

**__Wrap Up__**
Length: 3 minutes
 * Remind Students to complete partner activity and Homework1 from Introduction for homework

**__Homework__**

 * Complete Partner Activity
 * Complete Homework1 from Introduction

= = =Day 2=

__ Introduction __
Length: 30 minutes "I have read through the environmental disasters posted yesterday and have been very impressed with your posts and responses. I would like to talk a little bit more on each of these disasters." Using probing questions, such as:
 * The questions provided asked you what has been done to prevent this from occurring again. However, they did not address how we allowed such disasters to occur. Many occurred during our progression in becoming an industrialized nation. Are such disasters to be expected as other countries become industrialized? Is it the consequence of becoming an advanced nation?
 * One question asked whether you thought the government has done enough to prevent this disaster from occurring again? There seemed to be differing views. What made you come to these conclusions?

__Lesson__
Length: 50 minutes "We are now going to go back to the river ecosystems that you each investigated with your partner. First I would like you to discuss what you discovered with your group for 10 minutes. We will then discuss each system as a class, so make sure you understand each river system's results so that you can participate." "That was some great discussion! I am now going to give you 20 minutes to begin working on your weekly project. Directions are on the 'Weekly Project' page. Let's look at them now so that we can make sure you understand what you are to do. The rubric is provided at the bottom of the page."
 * Group Discussion (10 minutes)
 * Share your findings with the other group at the table. Use the explain how the health of the river has changed over time and what its current health is.
 * Class Discussion (20 minutes)
 * Have class discussion about one river system and the health of that river based upon the students prior group discussion
 * Weekly Project (20 minutes to begin)
 * Choose one of the two rivers to complete your project.
 * Go to Google Maps and plot the general locations of the three checkpoints given in the daily activity. Put the map in Terrain View. This will help provide you with a general region that impacts that specific river.
 * Research four ways humans are impacting that specific river. Make sure to reference each way discussed.
 * Based upon how humans are impacting the river, research three methods that can be used to help improve the river. Make sure to reference each method discussed.
 * Create a 5-7 minute audio visual presentation that includes the four bullets above. Be creative. Make sure to load it on the presentation page so that everyone can see your presentation.
 * Watch all five videos. Comment on at least one video about something you found interesting or something that you learned.

**__ Wrap Up __**
Length: 10 minutes
 * Video on The Return of the Cuyahoga River (embedded in Wiki)
 * []
 * Homework: Explain one method that was used to help restore the Cuyahoga River. Cite your source. Then read and respond to another student’s method with a question or comment about the long term or short term impact of this specific method on improving the river.

**__Homework__**

 * Find one method that was used to help restore the Cuyahoga River. Cite your source. Read and respond to at least one other student’s method with a question or comment about the long term or short term impact of this specific method on improving the river.
 * Weekly Project: Complete and Upload your Weekly Project. Watch all four videos. Comment on at least one video about something you found interesting or something that you learned. These will be shared at the end of the given time.

=Rubric=
 * Category || Maximum Point Value || Excellent || Good || Needs Improvement || Did not Complete ||
 * Google Map || 10 || Points: 10

1) Map is embedded or included within presentation 2) Map is in Terrain view 3) Included all three checkpoints on Map || Points: 5 - 9

1) Map is embedded or included within presentation 2) Only two of the checkpoints are included || Points: 1 - 4

1) Map is embedded or included within presentation 2) Only one checkpoint is included || Points: 0

Did not include map or map did not include any checkpoints ||
 * Human Impact on the River System || 25 || Points: 25

1) Human impacts are included in the presentation 2) Included 4 human impacts 3) Included how each these human impacts are affecting the river system || Points: 12 - 24

1) Human impacts are included in the presentation 2) Included at least 2 human impacts 3) Included how each these human impacts are affecting the river system || Points: 1 - 11

1) Human impacts are included in the presentation 2) Included at least 1 human impact 3) Included how each these human impacts are affecting the river system || Points: 0

Did not include any human impacts in the presentation ||
 * Methods for Improving River System || 25 || Points: 25

1) Improvements are included in the presentation 2) Included 3 improvements 3) Included how each these improvements will affect the river system || Points: 12 - 24

1) Improvements are included in the presentation 2) Included at least 2 improvements 3) Included how each these improvements will affect the river system || Points: 1 - 11

1) Improvements are included in the presentation 2) Included 1 improvement 3) Included how each these improvements will affect the river system || Points: 0

Did not include any methods for improving the river system ||
 * Citation of Sources || 10 || Points: 10

All human impacts and methods of improvement are cited using MLA format || Points: 5 - 9

Over half of the human impacts and methods of improvement are cited using MLA format || Points: 1 - 4

Less than half of the human impacts and methods of improvement are cited using MLA format || Points: 0

None of the human impacts and methods of improvement are cited using MLA format ||
 * Quality of Presentation || 20 || Points: 20

1) Presentation is uploaded by due date 2) Presentation is between 5 - 7 minutes 3) Presentation includes both audio and visual aspects 4) Presentation is well organized and coherent || Points: 10 - 19

1) Presentation is uploaded by due date 2) Presentation is between 2 - 10 minutes 3) Presentation includes either audio and/or visual aspects 4) Presentation is well organized and coherent || Points: 1 - 10

1) Presentation is uploaded by within two days after due date 2) Presentation is at least 1 minute long 3) Presentation only includes audio or visual aspects 4) Presentation is not organized and coherent || Points: 0

No presentation is uploaded within two days after due date

OR

Presentation is less than 1 minute long ||
 * Individual Review of Presentations || 10 || Points: 10

Individual Review included: 1) Overall comments about the presentation 2) Comment on something you learned 3) Comment on something you found interesting || Points: 5 - 9

Individual Review includes two of the three from the "Excellent" group || Points: 1 - 4

Individual Review includes one of the three from the "Excellent" gropu || Points: 0

Individual Review was not completed ||