| Teacher: Genesis Julyus T. Agcaoili
School: Olympia High School |
Abstract: Biotechnology and genomics are relevant, cutting-edge topics for high school students to learn science in the 21st century. Integrated science, such as biotechnology and genomics, will play an important role in addressing sustainable food production and improvement in human health (NRC, 2009). It is imperative that high school students understand related concepts and consider the benefits and costs of this area of science (McLaughlin & Glasson, 2003) to become informed citizens and make decisions (NRC, 2012). Effective biotechnology education is essential to develop students’ knowledge and science literacy (Chen & Raffan, 1999).
The purpose of the lessons in this module is to help students learn what an epidemiologist must do to investigate the cause of an epidemic. These investigations help epidemiologists find out how to control a current outbreak of a disease and to prevent further outbreaks of the disease. |
| Teacher: Stephen Berlanga
School: Atlantic Community High School, Delray Beach Florida |
Abstract: This activity is designed to incorporate biological elements with Media distractions to see if the students can successfully detect an outbreak of a disease (the disease chosen should be one that could be passed around the state of Florida) to see if the students can accurately navigate resources and misinformation campaigns, as well as identify pathogenic elements of a disease. The students should be able to successfully identify the disease based on symptoms and point of origin. |
| Teacher: Karina Bletsch
School: Braulio Alonso High School |
Abstract: This action plan is designed to give students a comprehensive introduction of emerging pathogens. The purpose is to provide students with a background on bacterial and viral pathogens (including human and plant) but most importantly to peak student interest in this field of science.
The action plan will take place in one 43-minute class and four 47-minute classes. Students will be presented with information through short lectures, they will participate in laboratory activities, and they will do a simple research and presentation at the end of week. |
| Teacher: Melissa Brisbin
School: Windermere High School
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Abstract: Students will use the first case report from the Key West 2009 dengue outbreak to complete an epidemiological report. This lesson begins with a patient’s initial symptoms and visit to her primary care physician. After a return trip and visit to the emergency room, students will conduct initial testing for dengue. To do this students first match diagrams with text descriptions to understand the steps of an ELISA before testing the patient serum sample for the presence of dengue antibodies. Once students receive results indicating the presence of Dengue in the patient, they will analyze gel electrophoresis results to determine which serotype of dengue virus our patient is infected with. They will have positive controls for all four serotypes and compare them with the patient’s cerebral spinal fluid sample taken early in the course of her infection. The students will determine that our patient is positive for serotype 1 (DENV1). |
| Teacher: Cristin Calder
School: Archbishop Edward A. McCarthy High School A Method to the Madness: Using the Scientific Method to Analyze an Epidemic |
Abstract: This activity introduces AP Biology students to the scientific method and data analysis in the context of a real-world problem: the continuing outbreaks of Ebola in Africa. Students begin with a short video and reading on Ebola to answer questions about its nature, spread, and containment. Next, they simulate transmission of a virus using a mini lab activity. This sets the stage for them to trace an outbreak to its source using real data from the 2014 outbreak in Zaire. Next, they will analyze data from Ebola outbreaks from 1979 – 2014 to calculate mortality and summarize infection rate by location. Then, they will learn about the Ebola vaccination experiment and analyze the experimental design. Finally, they will read about the difficulties in providing the vaccine to patients in the field to gain an understanding of the limits of science in real-world situations. |
| Teacher: Lacretia Daly
School: Ocoee Middle School Integrated Science League of Justice: Emerging Pathogens Series |
Abstract: Science explains cycles of life processes and pathogens disrupt these cycles of life. Transmissions of pathogens disrupt life, and can result in epidemics of death. Case studies of emerging pathogens will allow students to construct motivation with emotional intelligence in caring about using scientific problem solving. Students model an integrated science team effort for interdisciplinary solutions. The middle school Interdisciplinary League of Justice (ISLJ) model collaborates applying scientific knowledge via case studies to connect literacy and problem-based learning connected to research careers. Investigations and WISE simulations modules will incorporate emerging pathogens research, mapping of epidemics, scientific labs, journaling and model scientific publications outcomes. Experiences from the University of Florida CPET CATALySES program and interdisciplinary curriculum content will incorporate 21st-century learning skills to correlate emerging pathogen research with biomedical careers and current science. Current science topics students examine and research of emerging pathogens are: Ebola, Wolbachia, Cholera, Shigella, and Keystone. |
| Teacher: Morgan Gaskill
School: Boca Raton Community High School |
Abstract: This action plan is designed to promote scientific literacy and open the door for conversation about responsible journalism and how scientific research is conveyed to the general public. This activity is designed to supplement an existing unit on infectious diseases and the immune system and does assume some knowledge about the roles of different red blood cells and the mode of action of a viral infection. During this activity, students will read a scientific journal entry suggesting insight about the mode of action of the measles virus in the human body, write a novel abstract of that source article and draw comparisons between the source article and a “news” style article citing that paper to assess if the major points of the source article were conveyed appropriately to the general public. |
| Teacher: Rochelle Glenn
School: Roosevelt Middle School Microorganisms and their possible destructive pathogenic path |
Abstract: This research project will enhance the learning of 8th grade Medical Skills and Services student with knowledge of how pathogen can change, spread and wreak havoc on a community. I will incorporate hands on activities and new lessons to help students relate pathogens to real world situations. This action plan will be a part of a 2-3 weeks module on Infection control. The students will test water & diarrhea (simulated) samples for the presence Cholera. They will use DNA microarray to test for various strands of Cholera. The next activities will have them test a patient with ELISA to see if antibodies are present in a patient to figure out if she has been exposed to Dengue. These are activities that help increase their science knowledge test scores of the students. |
| Teacher: Meghan Hess Shamdasani
School: SouthTech Academy |
Abstract: West Nile, Dengue and Zika…. Oh My! will familiarize students with emerging mosquito-borne pathogens through the simulation of a local outbreak of an unknown pathogen. Through simulated field work, mapping activities and the application of biotechnology, students will adopt the role of an epidemiologist racing to discover the identity of an emerging pathogen. This action plan is designed to engage students enrolled in AP Environmental Science in an immersive lesson taking place over the course of three class periods. |
| Teacher: Jesse Jecusco
School: Ocoee High School |
Abstract: This activity will be used to introduce beginning level biology students to the Ebola outbreak of 2014 and allow them to use the skills they learned throughout the unit to make a plan to contain the disease. They will have to use what they learned throughout the human immune system unit to be able to answer questions about aiding specific and non-specific immune responses and comparing their own plans with how it was actually stopped. This will let them go through the scientific method and look at a real world case study. |
| Teacher: Sharon Karackattu
School: Oak Hall School Analytical Chemical Techniques to DIScover Antibiotics for Resistant Microbes (ACT to DISARM) |
Abstract: Student in AP Chemistry are often asked to solve complex chemistry problems or learn difficult concepts and techniques without couching them with appropriate real-world scenarios. This action proposal seeks to contextualize several of the experimental and analytical techniques that AP Chemistry students must be familiar with in terms of their utility in studying antibiotic resistance and the drug discovery and development process. Students will learn about each technique through a series of short readings or videos, then come prepared to discuss or solve problems with their classmates. Assessments will include a student satisfaction survey on the delivery of the content, a multiple choice quiz and scoring of their performance on related AP Chemistry style problems. It is expected that students will improve their understanding of these techniques and have a better experience throughout the course when understanding how the content can benefit human health and welfare. |
| Teacher: Kirk MacGinnis
School: Lecanto High School |
Abstract: This action plan involves 10th grade biology students. They explore, identify, and collaborate to find and gain a better understanding of the four major plant groups. On day 1 students focus on a gymnosperm table comparing plant types using the scientific method. Day 2 students compare major plant groups. Day 3 students pre-test after viewing a plant reproduction PowerPoint. Day 4 students interpret characteristics about angiosperms, gymnosperm, bryophyte and ferns. Thereafter, on day 5 and 6 students collect and prepare to test many different types of plant samples for their ability to kill bacteria or stop bacterial growth. Students test various indigenous plants by first grounding them up. Then, they test for bacteria and fungus by testing plants on day 7-8 students will review micro-organisms and test and analyze for bacteria, yeast, fungus and other micro-organisms. Students evaluate their data and posttest. |
| Teacher: Jamie Malone
School: Port St. Lucie High School Come with me if you want to live! An escapist approach to expression of resistance in E. coli |
Abstract: This action plan is designed to allow students to investigate various topics from the unit encompassing genetics and biotechnology. This lesson will utilize previous knowledge students have acquired from throughout the year, encompassing specific lessons covering the various bacterial pathogens.(Cells, cell theory, scientific method, etc..)
This lesson is designed to be used by biology students ranging from 9th to 11th grade. This lesson will take students through the process of gene transmission from generational perspective to determination of the presence of resistant genes in given bacteria. Students will “escape” through the use of resistance genes passed through a population in the classroom, through various questions, as well as hands on activities that require students to recall and perform various tasks to survive the use of certain antibiotics. Groups should be set at a maximum of 4 students, varying student levels, accommodations, and language levels, where applicable. |
| Teacher: Paula Miller
School: Ridgeview High School |
Abstract: The action of this plan is designed to allow Biology 10 grade students in an environment of conducting Scientific Method on an article on how beetles destroys trees. The students will use the research article to analyze the scientific question, hypothesis, independent and dependent variable, and make a table using the information from the research-based article.
Students will also experience using Team Based Learning (TBL), to help the students be prepared for the lesson by using TBL ingenious Readiness Assurance Process. It will also teach the students how to apply the course concepts to solve interesting real-world problems. The action plan will take place in two 54 minute classes. |
| Teacher: Christina Mulhern
School: Palm Beach Central High School |
Abstract: The purpose of this action proposal is to encourage students to utilize their scientific processing skills by providing the students to collaborate, infer, predict and make a model of a pathogenic prototype to include virulence factors to make a “killer.” Through this activity, students will possess a better understanding of how to use the skills of scientific inquiry to come up with a plausible solution. |
| Teacher: Katy Murphey
School: Strawberry Crest High School |
Abstract: This action proposal will take AP Chemistry students who have completed 2 years of chemistry and introduce them to a topic that they know very little about. It is made to be an introduction to emerging pathogens and to spark an interest in a possible direction to continue to study in the next few years. It will include five 47-minute class periods, with an introduction to bacteria and viruses in humans and animals as well as plant pathogens. There will be some hands-on labs as well as a presentation at the end of a recent article that they have found on an emerging pathogen. |
| Teacher: Elia Ortiz
School: Lake Nona High School Forensic Microbiology in the 21st Century: A New Approach to Forensic Science |
Abstract: This action proposal will immerse high school students (Grades 11 and 12) into an intensive investigation covering new research, a DNA typing laboratory, and forensic compiled evidence to discover how Forensic Microbiology can be ancillary to the known methods of DNA printing and sequence in solving crime. The set of lessons added to the proposal can be used as part of the units of Crime Scene Investigation, The Nature of Evidence, or DNA Typing, or as an extension. It can also be added as a unit introducing Forensic Microbiology, since it is a new approach in forensic investigation. The lessons are part of a five day series that can extend, considering class time available, students accommodations, and lower level student performance. |
| Teacher: Javeshnev Aimee Rivera-Azua
School: SouthTech Academy |
Abstract: Many pathogens carry similarities in their presented symptoms, making it extremely difficult for physicians to diagnose which pathogen within a timely manner. This is where the field of Infectious Diseases and Epidemiologists comes into play, they will be the ones that go about deciphering what pathogen is afflicting the patient through the use of multiple types of labs. The most frequently used labs include the Rapid-Test Kit, and the Microarray DNA Test of which both give you instant results in order to finalize a diagnosis and proceed to identifying the treatment. However, in the case of antibiotic resistant strains which have arisen due to the natural selection of pathogens in the presence of antibiotics, thus leaving the most resistant pathogens to continue cellular division, but now including the resistant gene. The most dramatic concern of our times is to treat this, but how? Graphs and charts prove helpful in the deciphering of which symptoms apply to the patient, as well as which particular antibiotics would still be useful in the particular patients pathogenic strain (bacterial and/or viral). |
| Teacher: Beverly Vincent
School: JM Tate High School |
Abstract: This action proposal project is designed to extend the curriculum on antibiotic resistance for the junior class of Medical Interventions. It will take place in five 50 minute classes at the end of our traditional unit of bacterial antibiotics. This extension will allow the students to connect ideas of bacterial resistance and species microevolution within the scope of population change. The benefit of this extension will be more tangible examples of virulence characteristics of pathogens as well as giving a platform to discuss emerging health threats. Since this unit takes place early in the year’s curriculum, it may cultivate a curiosity of how disease and public health are related which will hopefully continue throughout the changing topics. In light of this goal, the primary assessments of this project will be more subjective as developed through discussion. |
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