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Description
In this immersion session participants will explore H1N1 flu as related to human population growth in a 1:1 classroom. Participants will reflect and develop questions based upon a short video, collaboratively research key terms related to human population growth, analyze human population growth trends in health and disease using an applet, take part in a disease transmission hands-on/minds-on activity, and finally apply their learning to the spread of H1N1 in 10 regions of the United States. The NCNSP Common Instructional Framework has been built into the lesson.

A. Biology Lesson Plan 1- Population Dynamics and the H1N1 Virus


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

- Common Instructional Framework (Indicated in red in the lesson plan below), for a general description choose "Common Instructional Framework" in the navigation bar to the left.

 * Reminder: Collaboration, Writing to Learn, Literacy Groups, Questioning, Scaffolding 3, Classroom Talk **

** - 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
 * Determine the influences of H1N1 disease on population growth
 * Explain how H1N1 can travel through a population
 * 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.

- Resources
[/|SAS® Curriculum Pathways]

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A historical novel appropriate for cross curricular connections: [|Fever- 1793]

General Resources - Video Etc.

C. Lesson Plan- Facilitators Guide
= = > Bio1Team1 > Bio1Team2 > Bio1Team3 > Bio1Team4 > Bio1Team5 > Bio1Team6 > Bio1Team7 > Bio1Team8 > Bio1Team9 > Bio1Team10
 * 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. ([]) Alternatively, login to [|SAS® Curriculum Pathways] and go to "Quick Launch"- 1277. This is another good video about viruses . ** {Scaffolding 1, Literacy Groups, Classroom Talk} **
 * media type="youtube" key="TVLo2CtB3GA" height="364" width="445"
 * 1) Divide your class into groups of 2-4 students.
 * 1) Students will research basic human population dynamics terminology such as unlimited growth, exponential growth, limited growth, logistic growth, and factors which limit growth creating the carrying capacity of the population on the main entrance to the student section for BLP1. Assign student groups a vocabulary term and give them 20 minutes to complete their wiki page. You will then debrief with them for 10 minutes. **{Collaboration, Writing to Learn, Scaffolding 2, Classroom Talk}**
 * 2) Complete the Survival of the Fitttest Activity with SAS® Curriculum Pathways® QL# 981 [[file:survivalFittest981-1.doc]]. Make sure to not indicate who is the infected person at the start of the experiment. Make sure to have Purell Hand Sanitizer available if using Glo Germ. Debrief with the students following the activity emphasizing how quickly the "disease" spread among a small population. **{Collaboration, Writing to Learn, Questioning, Scaffolding 3, Classroom Talk}**
 * 3) Complete the Disease Dynamics Activity with SAS® Curriculum Pathways® QL# 871 [[file:diseaseDynamics871.doc]]. Debrief with the students following the activity emphasizing the mathematical trends seen on the graph and what data supports the answers given by the students. **{Collaboration, Writing to Learn, Questioning, Scaffolding 4, Classroom Talk}**
 * 4) Complete the tracking of the spread of H1N1 in the United States **{Collaboration, Writing to Learn, Questioning, Scaffolding 5, Classroom Talk} **

Each group will investigate the spread of H1N1 flu in a given region of the U.S. using an Applet from USA Today ([]). > a. Collect time and population counts for your area of the U.S. > b. Using a spreadsheet program with graphing ability, create a table and then make a graph from that table. You will be plotting infected people/million humans (Y axis) by time- days (x axis). Make a scatter plot and make sure to label your x and y axis. > c. Hold down shift-command-4 on your .mac and take a snapshot of your graph. Upload it to the Wiki and embed it in your group page using the insert image icon on the wiki Editor toolbar. > d. Underneath your image, add a graph number and title to your graph. (example: "Graph 1. H1N1 data from Region 5 of the U.S.") > e. Debrief with the students following the activity emphasizing the trends seen on the graphs in each of the ten areas of the U.S. What might influence the spread of H1N1 in these regions?