GEOTHENTIC: AVIAN FLU MODULE

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Peregrine Davidson
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GEOTHENTIC: AVIAN FLU MODULE Overview: This lesson is designed to provide students with the opportunity to use geospatial technologies and a variety of geographic materials including GIS maps to

1 GEOTHENTIC: AVIAN FLU MODULE Overview: This lesson is designed to provide students with the opportunity to use geospatial technologies and a variety of geographic materials including GIS maps to solve a geographic problem. Students are placed in the role of a geographer to determine and justify the top three (3) locations around the world where humans are most likely to be affected by Avian Flu. Minnesota K-12 Academic Standards in Social Studies (3. Geography) Sub-strand 1. Geospatial Skills Standard 1. People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context Apply geographic information from a variety of print and electronic sources to interpret the past and present and plan for the future; provide rationale for using specific technologies for each application. Standard 2. Geographic inquiry is a process in which people ask geographic questions and gather, organize and analyze information to solve problems and plan for the future Use geospatial technologies to make and justify decisions about the best location for facilities Use geospatial technologies to develop plans for analyzing and solving local and regional problems that have spatial dimensions. Sub-strand 2. Places and Regions Standard 3. Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems) Make inferences and draw conclusions about the physical and human characteristics of places based on a comparison of maps and other geographic representations and geospatial technologies. Grade Level: 9 12

2 Objective: In this lesson, students will use geospatial technologies as well as the concepts of site and situation to determine the top locations around the world where humans would be most affected by Avian Flu. Students will use information provided within an online environment, Geothentic, which can be found at: (Doering, Scharber, Miller, & Veletsianos 2009). Map reading and internet researching skills will also be used in this lesson. Time: 2 3 fifty-minute class periods Required Materials 1. Computer/internet access to use module information in Geothentic: Note: Teachers must register with Geothentic and create a class list and student log-ins prior to the start of the unit. 2. Access to Geothentic: 3. Resources (maps, videos, etc.) found on Geothentic: 4. Computer access to Google Earth: Note: Teachers will need to have Google Earth downloaded onto their students computers. Students will be required to open KMZ files in Google Earth to access information presented in the modules used by Geothentic. 5. Avian Flu Module Student Justification/Rationale Worksheet 6. Avian Flu Module Grading Rubric Suggested Procedure 1. Prior to presenting this lesson to students, teachers must sign up for a Geothentic account at this will allow access to specific procedures for using Geothentic. a. There are three modules on Geothentic. You will need to access the Avian Flu Module for this activity. b. Lesson plans are provided for teachers to use with the Avian Flu Module. The lesson plans can be found under the pedagogy tab on the teacher webpage for the Avian Flu Module. c. Teachers can select those aspects of the Avian Flu Module to use in their courses which best meets the needs of their students. On the teacher page for the Avian Flu Module, teachers will find instructional directions, maps, videos and handouts that can be used to complete this lesson. 2. Assign students to groups of 3 or Have the students view the videos presented on the Geothentic website regarding downloading and viewing world population density, H1N1 distribution and historical avian flu outbreaks on maps in Google Earth, as well as how to make a placemark in Google Earth. 4. Have students determine the top three (3) greatest risk locations around the world where humans would be most affected by avian flu.

3 5. Have the students submit their placemark on the Avian Flu Module page by clicking on the tab titled, submit your GeoPack. Note: Remember to have students change their latitude and longitude from degrees to decimals in Google Earth prior to entering their information into Geothentic. 6. Have students justify the top three (3) greatest risk locations in their GeoPack on the Avian Flu Module and on their Avian Flu Module Student Justification/Rationale worksheet. 7. Have students share their group s top three (3) greatest risk locations and the rationale/justification for these locations with another student. 8. Have each student critique another student s top three (3) greatest risk locations and the rationale/justification given for these locations. Extension Activity 1. Students use information presented in the Avian Flu module to determine top locations around the world where humans would be most affected by other diseases such as SARS and AIDS. This information could be adapted to provide students with the opportunity to investigate a variety of world health problems. Assessment 1. Avian Flu Module Student Rationale Worksheet 2. Avian Flu Module Grading Rubric

4 Avian Flu Module Student Justification/Rationale Worksheet Directions: Your group has been asked to determine the top three (3) greatest risk locations around the world where humans would be most affected by the Avian flu. As a group, you will need to use the GIS maps, videos and information presented in the Geothentic module site as well as other resources to help determine the top three (3) greatest risk locations. Once the top three (3) greatest risk locations have been selected, your group will need to answer the questions listed below regarding these locations and that factors your group used in selecting this locations. After completing parts A and B of this worksheet, each person from your group will share this information with individual students from another group. Part A: Group Information and Justification Identify the top three (3) greatest risk locations your group identified and explain why your group selected each location

5 Part B: Group Factors 4. What factors did your group consider when selecting each of your top three (3) greatest risk locations? 5. What other factors could your group have considered when selecting each of your top three (3) greatest risk locations? Part C: Sharing Information, Justification and Factors with Classmates Each person from your group will share the information provided in Parts A and B with individual students from another group. Students from each group will need to answer the following questions based on the information your new partner presents to you regarding the top three (3) greatest risk locations selected by their group. 6. What factors did your partner s group consider when choosing each of their three (3) greatest risk locations? 7. What other factors could your partner s group have considered when selecting each of their group s three (3) greatest risk locations?

6 Part D: Individual Assignment Each person from your group needs to answer the following question after completing Parts A, B and C. 1. Based on the information your group gathered and the information your partner presented, are your top three locations still the top three (3) greatest risk locations where humans would be most affected by avian flu? Explain your answer.

7 AVIAN FLU MODULE GRADING RUBRIC Group: Criteria Developing (1) Proficient (2) Exceeds Proficiency (3) Pts. 1. Time management Inconsistent use of class time Consistent use of class time Exemplary use of class time 2. Listening Inconsistently listens to group members; disrespectful to group members 3. Contributing Inconsistent and disrespectful contributions to group 4. Geographic language Inconsistent use of geographic language 5. Critical thinking Inconsistent use of critical thinking skills 6. Location analysis Inconsistent justification/rationale for hospital location with limited, if any, reference to geographic information Comments: Consistently and respectfully listens to group members Consistent and respectful contributions to group Consistent use of geographic language Consistent use of critical thinking skills Consistent justification/rationale for hospital location with many references to geographic information Exceptionally and respectfully listens to group members and encourages group members to share their ideas Exceptional contributions to group Excellent use of geographic language Exceptional use of critical thinking skills Exceptional justification/rationale for hospital location with detailed references to geographic information Overall score out of 18

Unit 2: Lesson 2 Case Studies: Influenza and HIV LESSON QUESTIONS

1 Unit 2: Lesson 2 Case Studies: Influenza and HIV LESSON QUESTIONS What steps are involved in viral infection and replication? Why are some kinds of influenza virus more deadly than others? How do flu