CONNECTINGNews with the National Science Education Standards
Teamwork. Photo courtesy of iStockphoto.
Quality resources and powerful connections for math and science in the middle grades.
The Middle School Portal 2: Math and Science Pathways (MSP2) supports middle grades educators with high-quality, standards-based resources and promotes collaboration and knowledge-sharing among its users. Educators use MSP2 to increase content knowledge in science, mathematics, and appropriate pedagogy for youth ages 10 to 15. MSP2 employs social networking and digital tools to foster dynamic experiences that promote creation, modification, and sharing of resources, facilitate professional development, and support the integration of technology into practice. MSP2 also includes the development of virtual learning experiences designed for middle school aged youth through which young people increase their ability to explore, discover ideas, problem solve, think critically, communicate, use technology in a productive and responsible manner, and become globally aware. These experiences will help them become aware of educational pathways that lead to careers in science, mathematics, and technology. MSP2 (http://msteacher2.org) is a project of the Ohio State University College of Education and Human Ecology, National Middle School Association, and Education Development Center, Inc., and is funded by the National Science Foundation. The partners integrate resources, tools, and services across projects, and support multiple methods of resource discovery to meet the needs of this audience.
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TABLE OF CONTENTS What's Happening to Polar Bears? Real Data, Claims, and Evidence By Jessica Fries-Gaither December 16, 2009, Connecting News Blog
1
Middle Level Students and ‘Abilities Necessary to Do Scientific Inquiry’ By Mary LeFever September 14, 2009, Connecting News Blog
4
Put on a Happy Face! By Mary LeFever August 27, 2009, Connecting News Blog
7
Bat Hosts Marburg Virus Party By Mary LeFever August 17, 2009, Connecting News Blog
8
Milk’s Benefits Go Beyond Healthy Bones By Mary LeFever August 3, 2009, Connecting News Blog
11
Polar Bears and PCs: Technologies Unintended Consequences By Jessica Fries-Gaither June 1, 2009, Connecting News Blog
13
Lack of Blow Flies Leads to Truth By Mary LeFever May 12, 2009, Connecting News Blog
15
Influenza: History, Science, Strains, Detection and Protection By Mary LeFever May 4, 2009, Connecting News Blog
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Hyperlinks to online resources are embedded throughout the document. The URL addresses to all online resources are provided at the end of document. Layout and design by Margaux Baldridge, Office of Technology and Enhanced Learning, College of Education and Human Ecology, The Ohio State University.
CONNECTINGNEWS with the National Science Education Standards
What’s Happening to Polar Bears? Real Data, Claims, and Evidence.
Polar bear on ice. Photo courtesy of Wikimedia Commons.
By Jessica Fries-Gaither December 16, 2009 Connecting News Blog •••
Looking for a way to incorporate real data into your science class? Or maybe you want to work on evidence-based claims and reasoning. Perhaps you need an engaging way to tackle the subject of climate change. This lesson uses polar
Pancake ice. Photo courtesy of Wikimedia Commons.
bears and sea ice data to promote critical thinking within the context of an important current event.
Lesson Objectives Students will be able to visually represent data by creating meaningful graphs.
National Science Education Standards This lesson closely aligns with three of the Science Content Standards of the National Science Education Standards (NSES): Science as Inquiry,
Students will make claims based on
Life Science, and Science in Personal
graphical evidence and support those and Social Perspectives. claims with evidence-based • Science as Inquiry: Abilities reasoning.
Necessary to do Scientific Inquiry (Grades 5-8) • Use appropriate tools and techniques to gather, analyze, and interpret data. • Develop descriptions, explanations, predictions, and
Polar Bear. Photo courtesy of PocketAces, stock.xchng.
1
models using evidence. • Think critically and logically to make the relationships between
evidence and explanations. • Recognize and analyze alternative explanations and predictions. • Communicate scientific procedures and explanations. Life Science: Populations and Ecosystems (Grades 5-8) • Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. Science in Personal and Social Perspectives: Natural Hazards (Grades 5-8) • Human activities also can induce hazards…Such activities can accelerate many natural changes.
http://msteacher2.org Engage
groups, and come up with
Begin the lesson by showing footage
explanations for the facts (or
of polar bears in Hudson Bay with
headlines). Conduct a class discussion
wildlifeHD’s Polar Bear Cam.
to share students’ explanations, and
Conduct a brief class discussion to elicit prior knowledge about the
record and post them in a central
bears. Next, share some facts about polar bears with students, such as:
location.
Virtual Bookshelves
Explore Next, group students into teams of 4
So far this fall, tour operators and
or 5 for an Idea Circle about polar
scientists have reported at least four
bears. In an idea circle, each student
and perhaps up to eight cases of
reads a nonfiction (informational)
mature males eating cubs and other
text of their own choosing on a
bears in the population around
particular subject (in this case, polar
Churchill, Manitoba. (From Hungry
bears). As each student selects his
Polar Bears Eat Young Due to Shrinking Sea Ice, Nov. 27, 2009)
own text, a variety of reading levels and formats are represented within
Ice Bear: In the Steps of the Polar Bear. Nicola Davies. 2005. Life Cycle of a Polar Bear. Rebecca Sjonger and Bobbie Kalman. 2006. Baby Polar Bear. Aubrey Lang. 2008.
each small group and within the There are increased bear-human
class. Ideally, no two students read
interactions, increased numbers of
the same text. Idea circles are an
bears on shore, and bears staying on
excellent strategy for differentiated
shore for longer periods of time in
instruction and a wonderful
the Canadian Arctic. (From Can You
opportunity to incorporate
Bear It? Churchill a Polar Pioneer,
children’s literature into a middle
November 18, 2009)
school classroom.
The IUCN Polar Bear Specialist
For an idea circle on polar bears, we’ve suggested titles from the
Group has listed eight of 19 polar bear subpopulations as currently
Beyond Penguins and Polar Bears
decreasing, three as stable, and one
virtual bookshelves (see right
as increasing. For seven, data were
column).
insufficient to assign a trend. (From Polar Bear Status Report, July 6,
Your librarian or media specialist will
2009)
be able to recommend other nonfiction titles as well.
You may wish to share the facts orally, list them on the board or on a
After students read their individual
PowerPoint slide, or create mock
texts, they share what they’ve
headlines for students to read. Ask students to discuss the facts in small
learned with their small group, completing a graphic organizer in the
Why Don’t Polar Bears Have Stripes? Katherine Smith. 2004. A Polar Bear Journey. Debbie S. Miller. 2005. Polar Bears: Arctic Hunters. Norman Pearl. 2009. Ice Bears. Brenda Z. Guiberson. 2008. Polar Bear Alert! Debora Pearson. 2007. Polar Bears. Amazing Animals Series. Gail Gibbons. 2009. 101 Facts About Polar Bears. Julia Barnes. 2004.
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CONNECTINGNEWS with the National Science Education Standards
process. Next, conduct another
to learn about seasonal variations
using rubrics. In addition, you may
whole-class discussion and record
and over a 25-year period to learn
also choose to assess student
information on a large chart
about longer-term trends.
understanding of polar bear
displayed in a central location. Ask
characteristics and populations.
students to revisit their explanations
Once students have completed their
from the “Engage” phase, clarifying
graphs, they will analyze the data and
Expand
and revising as needed.
make evidence-based claims that
Extend this lesson by introducing
explain why polar bear populations
global climate change and albedo.
Explain
are changing. You may wish to use a
The following resources may be
In this phase of the lesson, students
helpful as you plan extension
will work with real data to better
graphic organizer to scaffold students’ work with claims, evidence,
understand the role of sea ice loss in
and reasoning. You may also wish to
changing polar bear populations. The
model this process if students are
Windows to the Universe lesson
unfamiliar or unpracticed with these
Graphing Sea Ice Extent in the Arctic
concepts.
and Antarctic provides up-to-date sea ice data and clear procedures for
At this time, you may choose to
the lesson. You may wish to deal only with the Arctic data if your focus is on polar bear populations.
Graphing Sea Ice Extent in the Arctic and Antarctic Students graph sea ice extent (area) in both polar regions (Arctic and Antarctica) over a three-year period
activities.
Graphing Thermal Expansion of Water and Greenhouse Gases Two activities have students create
conduct another whole-class discussion to share claims, evidence, and reasoning. Student graphs and claims/evidence/reasoning graphic organizers serve as assessment for this lesson (see “Assess,” below).
Assess (Evaluate) Class discussion during the “Engage”
graphs of concentrations of greenhouse gases and observe the thermal expansion of water. You may choose to have students also plot global temperatures as well as greenhouse gas concentrations to help them see the correlation between the two.
The Shiniest Moon
phase of the lesson can serve as a
This nonfiction article is written for
source of formative assessment. Additionally, observation of
use with students in grades 4 and up. Students learn about two of
student behavior during the lessons’ activities can be
Saturn’s moons, albedo, the relationship between heat absorption
used as an assessment
and temperature, and how
tool. Formal
decreasing sea ice in the Arctic
(summative) assessment actually contributes to further melting. The article is offered in for this lesson includes evaluating student graphs and claims, evidence, and reasoning Pie graph icon courtesy of stock.xchng.
3
various formats and reading levels, and related activities are suggested.
http://msteacher2.org Other Related Resources:
Create a Graph Students will learn
WWF-Canon Polar Bear Tracker
how to create area,
For the last 5 years or
bar, pie, and line graphs. They are
so, the WWF-Canon
provided with information about
Polar Bear Tracker has followed polar
what each type of graph shows and what it can be used for. Students
bears in the Arctic. Their positions
are given an example of each type
bears’ necks, via satellite to scientists,
of graph, but they can create graphs using their own data in the
and then to this website. It allows us to get regular updates about how
interactive tool.
the polar bears behave in their arctic
are beamed from collars on the
Dot Earth Nine Billion People. One Planet. Follow climate-related news (including the latest from the climate talks in Copenhagen) with this New York Times blog.
environment and how they may be affected by climate change. The site also includes multimedia and a kid’s zone.
Middle Level Students and ‘Abilities Necessary to Do Scientific Inquiry’. By Mary LeFever September 14, 2009 Connecting News Blog •••
goals of that post were to help
scientific inquiry if one has some
teachers assist students in (a)
understanding about it.
distinguishing between questions that lend themselves to scientific
So how do middle grades teachers
investigations and those that do not;
help students meet this necessarily
(b) identifying methods one could
complex set of ideas without
use to investigate a good question
oversimplifying it? Perhaps the best
scientifically; and (c) using evidence
approach is to be transparent and
to support one’s logical argument.
explicit with students: explain your
Those goals closely align with
goal of helping students acquire proficiency in both themes through a
Content Standard A of the National
series of activities across the
Our August 28 blog entry focused
Science Education Standards (NSES), academic year, each highlighting a
on developing concepts related to
Science as Inquiry. That standard is
portion of the themes, while
the methods in and nature of
divided into two themes: abilities to
remaining strongly connected to all
science. In that post, titled “Put On a
do scientific inquiry and
the other portions of both themes.
Happy Face!,” the inspiration came
understandings about scientific
The first theme, abilities to do
from scientific investigation of the
inquiry (p. 143). In the real-world, we scientific inquiry, has eight subthemes
relationship between suggestive
cannot separate these two themes
(listed below from pages 145 and
language and involuntary
cleanly. That is, one can only conduct
148 of NSES). The second theme, understandings about scientific
contractions of facial muscles. The
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CONNECTINGNEWS with the National Science Education Standards
Questions that can be answered through:
igations t s e v n I tific
Scien
Design and conduct a scientific investigation. Use appropriate tools and techniques to gather, analyze, and interpret data.
inquiry, has seven subthemes relating
and some non-volunteering students
to the nature of science as
to contribute, while refraining from
manifested in the subthemes of
providing corrective feedback.
abilities to do scientific inquiry: • Identify questions that can be Identify questions that can be
answered through scientific
answered through scientific
investigations. What kind of
investigations (see left
questions can students generate
column). (See blog post
related to the human appendix?
Put On a Happy Face!)
Which questions lend themselves to scientific investigation?
Pages 146-147 of NSES provide an excellent case study, using an investigation of pendulums, which addresses these subthemes. Physical
a good question, ask them how it
science seems to lend itself well to
can be tested. Students need to
these themes. But, teachers need to
think big here, with the
facilitate student proficiency with
understanding we may not have
these subthemes in the disciplines of
the capacity to carry out their
earth and life sciences too.
experiment, but if we had the
ScienceDaily published a news story
resources, as research institutions
on August 21, 2009, titled Evolution
do, the experiment could be
Think critically and logically
Of The Human Appendix: A Biological
conducted. Students can conduct
to make the relationships between evidence and explanations.
‘Remnant’ No More, which can be
some research to learn what is known. They could dissect a rat to
Develop descriptions, explanations, predictions, and models using evidence.
Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations.
integrated into a unit on body systems while providing opportunity to develop the content standards listed above in a life science context.
Use mathematics in all aspects of inquiry.
Liver
h ac
om St
How to Turn This News Event into an InquiryBased, Standards-Related Science Lesson Ask students if any of them have had appendicitis. What is it? Where is the human appendix? (You can show
Appendix
Large Intestine
students the graphic that accompanies the news story.) What does it do? Allow every volunteering
5
• Design and conduct a scientific investigation. After students choose
Appendix. Illustration courtesy of Pearson Scott Foresman, Wikimedia Commons.
http://msteacher2.org • Think critically and logically to make the relationships between evidence and explanations. Students use knowledge gained in research and observation here. What makes their predictions from the step above reasonable? • Recognize and analyze alternative explanations and predictions. Read the news story to students or have
x Appendi observe an appendix, and a frog to observe lack of an appendix.
them read it. Can they articulate the alternative explanations regarding the evolution of the Appendix. Photo courtesy of Nagaraju Raveender,Wikimedia Commons.
• Develop descriptions, explanations, predictions, and models using evidence. Based on research or
• Use appropriate tools and techniques
initial observation of the single frog
to gather, analyze, and interpret data.
and rat, students should describe
Given their proposed experimental
the appearance, size, texture, mass,
design and the idea of dissection,
volume, lengths and/or context of
students should explain how, and
the appendix. They can speculate
using what tools, particular kinds of
(explain) on what might be
data would be collected, and how it
adaptive about those observations. Based on their research on the
would be organized. For example, students may propose that several
function of the appendix, students
appendix? What is the value in scientists proposing alternative explanations? What is the danger in scientists doing this? • Communicate scientific procedures and explanations. Students should recognize the ways they have already done or seen this: in their experimental design, in their model drawing, in the story they’ve read. • Use mathematics in all aspects of inquiry. How have students used, or could they use, math in their experimental design, observations
individuals of several species be
can predict what kinds of species
dissected and observed for an
might lack an appendix because the
appendix. What kinds of tools do
species’ lifestyle suggests they might
they need? Make sure you have
not need one. Or how might the
some tools on hand so students
size of the appendix vary with the
can touch them, if not use them.
Here’s a short, current background
different classes of animals?
Can they design a data table for
information article from Scientific
Students can draw and label
recording the observations? Does it accommodate the number of species as well as the individuals of
or data analysis? Why would using math in these ways improve the quality of their science?
American, What is the function of the illustrations (model) of the human appendix? Did it once have a observed appendix in the dissected purpose that has since been lost? rat or lack of appendix in the frog.
each species?
6
CONNECTINGNEWS with the National Science Education Standards
Put on a Happy Face! By Mary LeFever August 27, 2009 Connecting News Blog •••
What a great way to help put students at ease while introducing
Very soon we will meet our new
Empathize with your students by
students and their parents. Everyone
telling them you are always excited,
is excited but a bit nervous and
but a little nervous and anxious too,
perhaps anxious. Intuitively, we know
at the beginning of the school year.
smiling will help put others at ease.
Let them know you consciously try
Everyone has heard the old wives’
to smile. Ask them why they think you do this.
tale that it takes more muscles to frown than to smile; thus, smile more and decrease the energy needed!
Ask students what they think they know about the effect of smiling on
But is there more to the relationship
others. How do they know that?
between extrinsic triggers, emotion,
Upon what evidence are they basing
and physical manifestation in facial
their claims? Do they respond that
expression? Is this a question that
people often smile back when one
lends itself to scientific investigation,
smiles at them? Are there other ways
or is it somewhat mystical, outside
of getting people to smile, perhaps
the bounds of empirical evidence?
on a less conscious level? That is, one might smile as a response to some
Results of a new study indicate that when people read words associated with laughing and smiling or frowning, they have involuntary muscular contractions associated with smiling or frowning. In addition, one’s perception of how funny a cartoon is can be influenced by subliminal messages containing laugh/ smile/frown verbs.
Ask students if they’ve heard that old wives’ tale in the first paragraph
an Inquiry-Based, above and ask what it implies. Standards-Related Ask students if there is a relationship Science Lesson
them to the nature of science!
How could one test the relationship?
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How to Turn This News Event into
other, less-obvious cue than another’s smile, without being conscious of it. Male. Photo courtesy of iStockphoto.
between emotion and facial
expression. What causes facial expression? Muscle contractions, of course. Be explicit in identifying that physical aspect and how it differs from emotion. The physical aspect has a definite biological foundation. The emotional aspect is not so definite in its biological foundation, even though we can observe the biological results of emotions, such as increased heart rate. Finally, ask if the question of obvious or subliminal emotional triggers and subsequent physical manifestation of emotion through facial expression can be tested scientifically. You’ll need to be very clear here. Consider breaking this down into a couple of simpler questions, putting them in print or projecting them clearly. Make sure Teamwork. Photo courtesy of iStockphoto.
http://msteacher2.org present their arguments, a la communication in science. Then allow the other camp to respond. Have any students changed their mind or do they still believe they can conduct an empirical test? After the test descriptions have been heard, ask students to reevaluate their initial yes/no
Kids near bus. Photo courtesy of Getty Images.
each student commits to an answer of yes or no without being judgmental. For those students who answer yes, they should elaborate; how would they test the question scientifically? They can work in pairs or threes and brainstorm a while, writing out a sequence of steps they would use in their test. For those who say no, they should describe why this question cannot be tested. That is, why is the question one that falls outside the realm of science? Refrain from interfering too much here. If students ask you a question, try to respond with another question, rather than “giving” them an answer. The goals are to allow students to collaborate, to think scientifically, and to evaluate the potential of their proposed tests,
Bat Hosts Marburg Virus Party. By Mary LeFever August 17, 2009 Connecting News Blog •••
Bats, caves, danger and exotic locales. That should catch your
answer. You could ask for a
students’ attention! The big story
show of hands; how many
here is the co-evolution of viruses
students changed their
and their nonhuman animal hosts,
answers? It is not necessary for
who seem to have a harmless,
anyone to say which way they
symbiotic relationship with viruses changed, or why, at this point. But this that cause deadly outbreaks in underscores that scientific humans. Though this story is about explanations do change as new
Marburg virus and a fruit bat, the
evidence emerges.
concepts apply to many virus/host/
Then share the article Smile As You Read This: Language That Puts You In Touch With Your Bodily Feelings (ScienceDaily, August 15, 2009) with the students, making sure they
human infections systems, including H1N1. On August 2, 2009, ScienceDaily published a story called ‘Ebola Cousin’ Marburg Virus Isolated From African Fruit Bats.
understand the two tests and why
While previous investigations have
the results appear to be valid. For
found antibodies to Marburg virus
assessment, ask them to defend the
and virus genetic fragments in bats, the recent study goes significantly
theory (a tested hypothesis with supporting evidence) that unconscious physical manifestation of emotions can be triggered subliminally. Don’t be afraid to use these “big” words with students; just be prepared to explain their meaning.
not to actually devise a perfect test. After the groups are satisfied with
Fruit bat exposing tip of tongue. Photo courtesy of MDL.hu, Flickr.
their responses, let the naysayers
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CONNECTINGNEWS with the National Science Education Standards
that animals can host these viruses with no negative impact to their
Livingstone’s Fruit Bat. Photo courtesy of charliejb, Flickr.
health, yet humans cannot? Students do not necessarily need to articulate the structure of the virus on a molecular level, but they should understand that the virus is not cellular, has very few parts, and cannot survive except inside the cell of another, benefiting from the host cell’s structures and activities that the virus lacks. Thus, when the virus inhabits some animal bodies, it does no harm, but when the same virus Marburg virus. Photo courtesy of Dr. Erskine Palmer, & Russell Regnery, Ph.D.,Wikimedia Commons.
Can your students construct a reasonable hypothesis to explain this observation?
further by isolating actual infectious virus directly from bat tissues in
How to Turn This News Event into an Inquiry-
otherwise healthy-appearing bats. The
Based, Standards-Related new study shows unambiguously that Science Lesson this bat species can carry live
Marburg virus. . . . By identifying the natural source of this virus, appropriate public health resources can be directed to prevent future outbreaks. (Emphasis added.) The blog MicrobiologyBytes also has a post about this finding. The writer notes that ecologists have been looking for this “natural reservoir” for forty years! Now that researchers have found the reservoir, it appears the potential for human disease outbreaks is greater than previously thought.
9
inhabits human cells it causes harm.
There have been reports of H1N1 flu outbreaks at summer camp. Ask your students who has actually had swine flu recently. How do they
Show students this eight-slide, narrated animation of how a virus infects a cell. This image, which lacks a caption, is for your information. It shows a micrograph of the virus, a labeled schematic, and the corresponding genome, consisting of seven genes. After students generate some
know? What do they know about the hypotheses about the relationships H1N1 virus and viruses in general? between viruses and their hosts, have Where do viruses come from? What are they made of? What other
them scrutinize their hypotheses by
viruses have students heard of that
What is the rationale for the
can have an even more severe
hypothesis? What evidence is there
impact on humans than H1N1?
to support the rationale? Can some
Ask if any students have seen the movie Outbreak? What was the ultimate host for that virus? How is it
engaging in scientific argumentation.
hypotheses be eliminated? How should others be modified?
http://msteacher2.org Ask students what natural selection
Mutations are relatively rare; thus, it
means. How might the concept be
takes a very long time to
related to the observation of the
accumulate many. This variation in
apparent symbiotic relationship of
the virus confers a high degree of
viruses and an animal host? Over a
fitness on it and increases the
very long time, natural selection
probability that at least one or more
selected against host animals who
of the variations will find hospitable
lacked the ability to generate
environments in which to thrive and
antibodies against the virus, leaving survivors who do produce the
reproduce.
necessary antibodies. One
H1N1 is subject to the same
assumption is that humans, who have
assumptions. Influenza is naturally
inhabited the planet for a very short
hosted by birds. Somewhere in
period of time relatively speaking,
evolutionary history, the bird flu virus
have not had enough time for natural acquired a mutation that enabled it selection to eliminate those humans to colonize swine, without killing who cannot produce the appropriate them. In more recent history, the two antibodies. And at the same time, the flu strains were probably inhabiting necessary random mutations in the human genome that would enable
the same hosts simultaneously,
antibody production have not
enabling gene mixing of the two viruses and producing H1N1, among
appeared.
other viruses. For the same reasons given earlier, humans do not produce
The Marburg virus manifests a
antibodies for the flu virus.
number of variations in gene base sequence (the order of cytosine
For assessment, have students
guanine, adenine and thymine in the
respond to these inquiries (see right
virus’s DNA), suggesting the virus has column). been around a very long time.
Electron microscope image of the H1N1 influenza virus. Photo courtesy of Wikimedia Commons.
For Assessment Why do Egyptian fruit bats hosting Marburg virus? Why do you think ecologists were unable to locate the Marburg virus’s natural reservoir for over forty years? (Researchers may not have realized another mammal could host the virus without getting sick. Also, newer technologies are able to differentiate the slightest variations in gene sequences that, although containing some variation, are still the same virus. They may have believed most of these variations, though observed, were not Marburg.) Finally, as a bridge to technology and the application of science findings: What do you think can be done with the fact that the Egyptian fruit bat is a known host to the deadly Marburg virus?
10
CONNECTINGNEWS with the National Science Education Standards
Milk’s Benefits Go Beyond Healthy Bones. By Mary LeFever August 3, 2009 Connecting News Blog •••
Ask your students how much milk they’ve had in the past 24 hours. I predict the amounts will be dismally low. The Office of Dietary
It’s apparently not hip to drink milk.
a story called Longer Life For Milk
Though most students would agree
Drinkers, Study Suggests. A study out
milk is a healthy choice, they may
of Great Britain “aimed to establish
believe it also holds risks because of
whether the health benefits of
additives or processing. They may
drinking milk outweigh any dangers
believe they can get their calcium just that lie in its consumption…. The as easily from other sources.
review brought together published
However, some studies suggest that
evidence from 324 studies of milk
calcium supplements don’t confer the consumption as predictors of same benefits as calcium delivered coronary heart disease (CHD), via low-fat dairy products. Among
stroke, and diabetes.” The researchers
examples cited in a Wall Street Journal offered this conclusion: online article is a low-fat diet containing three servings of diary,
Our findings clearly show that
such as milk or yogurt that
when the numbers of deaths from
contributed to greater fat loss
CHD, stroke and colorectal cancer
around the waist than diets of equal
were taken into account, there is
The National Health and Nutrition
caloric intake per day lacking the
strong evidence of an overall
Examination Survey 1999-2000 found that average calcium intakes
dairy regiment. Causes for the observation are not known but are
reduction in the risk of dying from
were 1,081 and 793 mg/day for
suspected to lie in the combination
these chronic diseases due to milk consumption. We certainly found no
boys and girls ages 12-19 years,
of enzymes present.
evidence that drinking milk might
Supplements, National Institutes of Health, reports in its Dietary Supplement Fact Sheet: Calcium:
respectively; 1,025 and 797 mg/day for men and women 20-39 years; and 797 and 660 mg/day for men and women ≥60 years. Overall, females are less likely than males to get recommended intakes of calcium from food.
increase the risk of developing any Ask your students if they know why
condition, with the exception of
at least three servings of low-fat milk
prostate cancer. (Emphasis added)
are recommended daily. What does the body use it for? Most students will be able to mention bone and teeth composition. Probably few realize milk is required for muscle contraction, both voluntary and
How to Turn This News Event into an InquiryBased, Standards-Related Science Lesson The following lesson could be integrated into a skeletal system unit,
Milk. Photo courtesy of stock.xchng.
involuntary, for hormone and enzyme secretion, and for neurotransmitter success. Emerging research suggests other benefits as well. ScienceDaily recently published
11
a nutrition unit, or a science literacy unit. After orally surveying students for how much milk they recently consumed and what they believe are the pros and cons to drinking milk, have them write down a prediction regarding how much calcium is
http://msteacher2.org recommended daily for a person
5. List two forms of calcium in
their poster as a visual aid. In this way
their age. Have them express that
supplements. Which do you think
they reinforce concepts of
quantity in metric units of mass. This
is the better choice for you and
collaboration and communication in
may require some support from
why?
science.
you, such as reminding them what the base unit of mass measure is
After this point, you could assign
As a means of accountability, each
(gram) and the various prefixes.
pairs of students to sections of the
pair of students might be required to
Allow the students to decide which
document and ask them to develop
construct two questions, either
multiple choice or fill-in, that all prefix is most appropriate. Then have one or two essential questions for each section. After the students finish students will be able to respond to them write down a list of the reading their assigned section and correctly after hearing the pair’s benefits and the negatives of consuming milk. This initial list will be
constructing answers to their
presentation. You can use one of the
revisited and appropriately revised
essential questions, they should be
two questions from each group for a
later.
encouraged to find one reputable
class quiz. Part of that quiz should
resource that either confirms or
include a student reflection in which
discounts the fact sheet’s statements.
students describe how accurate their
Show students the document from the National Institutes of Health
initial predictions were and the ways
quoted above, Dietary Supplement
Finally, the student pairs should share
they have modified their conceptions
Fact Sheet: Calcium, or have them
their findings with the rest of the
of calcium and human nutrition. They
peruse it in pairs while in a computer class. They could create posters for a “gallery-hop” where students walk lab. around the room, from poster to Each student should answer these
poster, as the poster creators briefly
questions:
describe what they learned, using
should also reflect on how they may modify their lifestyle as a result of this lesson, and why.
1. How much calcium is recommended per day for a person your age? (1,300 mg) 2. List the sources of calcium that you would/could/do use. 3. What does DV stand for? Why is the given DV not directly useful to you? (Daily Value. It’s based on a 1,000 mg Recommended Dietary Allowance, or RDA)
Cow. Photo courtesy of stock.xchng.
4. Should you adjust the given DV up or down? (Down)
12
CONNECTINGNEWS with the National Science Education Standards
Polar Bears and PCs: Technologies Unintended Consequences. By Jessica Fries-Gaither June 1, 2009 Connecting News Blog •••
area with the
International Energy Agency (IEA)
least amount of
estimates that new devices such as
policies to control
MP3 players, cell phones, and flat-
energy efficiency.
screen TVs will triple energy
Total greenhouse gas
consumption. Two hundred new
emissions for
nuclear power plants would be
electronic gadgets is
needed just to power all the TVs,
currently at about
iPods, PCs, and other devices expected to be used by 2030.
500 million tons of carbon dioxide per year. If
GO
GR E
EN !
nothing is done, the IEA estimates When we talk about the problems of For example, consider televisions. The that the figure will double to about 1 IEA estimates that 2 billion TVs will global climate change, we tend to billion tons of carbon dioxide per soon be in use across the world (an focus on cars and coal-burning year by 2030. However, the agency power plants as major contributors. average of 1.3 TVs for every says that existing technologies could Yet there are other significant
household with electricity). TVs are
reduce this figure by 30-50 percent
players, including consumer
also getting bigger and being left on
at little cost. Allowing consumers to
electronics. The number of cell
for longer periods of time. IEA
regulate energy consumption based
phones, MP3 players, laptops, and
predicts a 5 percent annual increase
flat-screen TVs is increasing rapidly, and not just in wealthier nations. It is
in energy consumption between 1990 and 2030 from televisions
on the features they actually use, minimum-performance standards,
estimated that one in nine people in
alone.
Africa has a cell phone - and those numbers are expected to continue growing.
Fumes. Photo courtesy of Rybson, stock.xchng.
13
A recent report from the
and easy-to-read energy labels can help consumers make smarter
While consumer electronics is the fastest growing area, it is also the
Snow on Snout, Polar Bear. Photo courtesy of Flickr.
energy choices about their personal electronics.
Nuclear Power Plant. Photo courtesy of stock.xchng.
http://msteacher2.org benefits of technology and acknowledge that electronic gadget
How to Turn This News Event into an Inquiry-
If you have access to an electric
use will continue to grow rapidly.
power monitor such as a Kill-a-Watt,
How can science and technology
Based, Standards-Related Science Lesson
you can have students plug in
address the unintended
different gadgets and compare
environmental consequences of
power consumption. This simple
these tools? Assign small groups of
activity can give rise to a number of
students a particular piece of
inquiry-based investigations, such as:
technology and have them brainstorm ideas that would
This story connects to two National Science Education Standards domains: Science and Technology and Science in Personal and Social Perspectives.
What’s the most energy-efficient
promote energy efficiency – either
The Science and Technology content
MP3 player?; Do laptops and desktops consume the same amount
standard states: Technological
of power?; Does screen size (on an
manufacturer, or both. Have groups
solutions have intended benefits and
MP3, cell phone, laptop, or TV) affect
present their solutions to the class
unintended consequences. Some
power consumption?; and so on.
and discuss them. What common
consequences can be predicted, others cannot.
Share some of the figures from the IEA report with students. Discuss the
The Science in Personal and Social
idea that making technology (cell
Perspectives content standard
phones, laptops and Internet access)
includes resource use and depletion,
available to more people is a good
human-induced and naturally occurring hazards, and science and
thing, but there are intended and unintended consequences. Greater
technology in society.
access to technology enables widespread communication and
Ask students to consider electronic
promotes education, but also
gadgets – cell phones, digital cameras
requires more energy – most of
and video cameras, MP3 players, flat-
which comes from fossil fuels.
screen TVs, laptops, and so forth. Have students brainstorm the
Burning those fossil fuels releases
benefits of these devices. Easier
atmosphere, accelerating climate
communication, access to data,
change and causing Arctic sea ice decline.
entertainment, and mobility will
more greenhouse gases into the
on the part of the consumer or the
solutions were raised? What can students and their families do now to use their electronic devices in a responsible manner? The October 2008 issue of the free online magazine Beyond Penguins and Polar Bears included articles about natural resources, the NEED project, and energy efficiency activities for home and school. The U.S. Department of Energy’s web site includes links to energy efficiency and conservation lesson plans at a variety of grade levels.
probably come up. Then ask students to brainstorm “costs” or negative
So all those iPods do impact polar
characteristics. Expense will certainly
bears after all.
be mentioned, but will the energy cost?
Rather than leave students discouraged, present them with a challenge. Remind them of the many
Polar Bear. Photo courtesy of James Seith, Flickr.
14
CONNECTINGNEWS with the National Science Education Standards
Lack of Blow Flies Leads to Truth. By Mary LeFever May 12, 2009 Connecting News Blog •••
Forensic science is always interesting to students. The mystery and puzzle solving are hard to resist. Here’s a real case you can use to get students thinking scientifically while integrating knowledge of insect life cycles—a timely topic for spring. The NYtimes.com reports how the unsolved cause of death of a woman in Las Vegas was solved based on
Life cycle of a blow fly. Illustration courtesy of the Cleveland Museum of Natural History, Visible Proof :Technologies.
insect life cycles in this story, The Truth, Revealed by Bugs:The Case of
they were shoved into a trash can in
Here we connect to two National
Brookey Lee West.
a storage garage.
Science Education Standards domains: Life Science and Science as Inquiry.
The graphic from the National
This evidence and subsequent
Present the scenario to students as
Institutes of Health (credited to the
inference contradicted the victim’s
perhaps hypothetical. Friends and
Cleveland Museum of Natural
daughter’s story regarding the death.
neighbors of a woman in Las Vegas
History), illustrates
This contradiction then led
notice that they have not seen her
how the blow fly
to suspicion that the
much recently. Her daughter tells
is a natural clock
daughter was guilty of
them her mother has gone to
telling the time of death, since
murder. While no blow flies were found, scuttle flies were.
California to stay with the woman’s
the body’s death (see graphic
son. Some people wondered if there See Decomposition:What Happens was more to this story, since it was to the Body After Death for details on known that the mother was an this insect’s life cycle and behavior as alcoholic and the daughter and
illustration above). In this case, no
related to solving murder mysteries.
they lay eggs in a body within 24 hours of
mother did not always get along.
blow flies were found, indicating that
How to Turn This News Event into an Inquiryseason when blow flies are absent or Based, Standards-Related that the person was still alive when either the time of death was during a
Science Lesson
15
Some three years later, the woman’s body is found stuffed in a garbage can in a storage unit in Las Vegas. Upon this discovery the daughter
http://msteacher2.org admits to putting the body there
Have them collect information on
time to help students learn more
after her mother died of natural
the two species mentioned here, the
about influenza. But where do you
causes and she panicked, she didn’t
blow fly and the scuttle fly. The NIH
start? I have put together some
know what else to do.
page,Visible Proof:Technologies
highly regarded resources on the
contains an informative slide show
web, designed to provide you with 1)
Ask students if there is any way to
specific to blow flies and forensics.
solid background knowledge and 2) a
determine if the daughter is telling
The Australian Museum has a nice
variety of teaching resources.
the truth. They’ll have some creative
page on scuttle flies, http://
ideas including a lie detector test or
www.deathonline.net/decomposition/
administering a truth serum. Students corpse_fauna/flies/coffin.htm. could be asked to research those for their reliability. Ask students if they know what happens to a body in nature. What happens when a deer or raccoon dies? Do they suppose there are any patterns in body decomposition? Such as? They might mention dehydration or bacteria or fungal growth and activity. Are there more easily observed organisms that move in? With enough cues, they should be able to mention flies. What do flies do then? Why are they attracted to the body? They lay eggs, reproduce. You could review a generalized insect life cycle with students. See this page from University of Wisconsin
Life Science standards of the
was examined, there was no
National Science Education
evidence of blow flies, however
Standards as well as the notion of
scuttle flies were found. What could
systems thinking. Perhaps the best
be inferred regarding season of and/
pedagogical approach would be to
or place of death? Was the daughter telling the truth regarding a natural
start with personal and social
cause of death? How do they know?
the somewhat familiar and then
Influenza: History, Science, Strains, Detection and Protection. By Mary LeFever May 4, 2009 Connecting News Blog •••
graphic and written explanation:
Every middle school student has
http://manduca.entomology.wisc.edu/ about/lifecycle.html.
heard of the flu. They may even
conditions have to be to allow for the flies to move in? Well it wouldn’t be below freezing out, and they would need access to the body. Is there only one species of fly? No.
the Science in Personal and Social Perspectives, Science as Inquiry, and
Finally, tell them that when the body
Entomology department for a nice
So what would the environmental
A study of influenza aligns well with
perspectives. That way we start with bridge to the unfamiliar, more abstract notions of virus and epidemiology.
What Is the Flu? Open this question up to the class and record all student responses on the board or, better yet, chart paper that can be saved and revisited later. The responses can serve as a preassessment or benchmark. Do not
have had it, or more likely, they have had some other virus described as the flu. Most students would consider the flu unpleasant, but probably not
Influenza Virus. Photo courtesy of Wikimedia Commons.
potentially fatal. Now is a good
16
CONNECTINGNEWS with the National Science Education Standards
History and Society: What Is a Pandemic?
To the right are three articles, all published up to four years before
1918 Influenza: The Mother of All Pandemics
the recent swine flu outbreak, that will familiarize you with the Spanish flu pandemic of 1918. You may
Spanish Flu of 1918: Could It Happen Again?
choose to use one of these, in perhaps a modified form, to help
Flu Pandemic of 1918. Photos courtesy of Wikimedia Commons.
The 1918 Flu Killed Millions. Does
students get a concept of pandemic, It Hold Clues for Today? its impact on society, and what was learned from it.
pass any judgment or offer any
recognize the puzzle-solving aspect
that viruses are much smaller than
corrective feedback at this point.
of science. Observations inspire
bacteria. Be mindful that bacteria
When students have run out of
hypotheses, which are tested and
are, in turn, much smaller than
ideas, tell them it’s time to do a little
tweaked as more observations are
our body cells.
research to find out whether what
gathered.
they know is accurate and complete.
Epidemic!
Antibodies Neutralize Multiple Flu Strains
National Institutes of Health. Page 2
This simple simulation illustrates how This March 2009 page quickly a virus spreads and how from the National Institutes of
is a Spanish version. Most students
scientists use observations to track
Health reports that two separate
will be able to relate to the listed
its origin.
scientific teams have discovered
symptoms. While both colds and the
The Big Picture Book of Viruses
antibodies that attach to a vulnerable
flu are caused by a virus, they are
This site contains more information
region in a broad range of influenza
distinctly different. Is vomiting or
than almost anyone would want.
A viruses, including the H5N1 avian
nausea on the list? Are antibiotics listed as a treatment? Do students
However, scroll down to see several
virus, the 1918 pandemic influenza
electron micrographs of various influenza strains.
virus, and seasonal H1N1 flu viruses. The finding could potentially help
Begin with this concise PDF from the
want to revise their chart paper list?
scientists develop tools to prevent or These resources will familiarize you
Image of bacteria cell covered in viruses
with the more technical aspects of a
Although this is not an image of a flu
virus, how the body responds, and
virus attacking a human cell, it does
The Science of Influenza
how antiviral drugs work. You will
17
treat the flu during an outbreak or pandemic.
Antiviral Drugs and H1N1 Flu give the viewer the sense of scale — (Swine Flu)
http://msteacher2.org that with the fact
against bacteria, and up until recently
What Is the Swine Flu?
we were told there was nothing we
These resources
and very young
could do about viral infections but
focus on the current
children are more
wait them out. In April of this year,
H1N1 strain.
often victims of the
We know that antibiotics don’t work
the Centers for Disease Control and Prevention described the benefits of some antiviral drugs: “There are four influenza antiviral drugs approved for use in the United States (oseltamivir, zanamivir, amantadine and
that older people
flu, most dying of
A labeled, schematic
pneumonia. That is
image (illustration shown to the right) of the influenza virus.
cause for concern. H1N1 (Swine Flu) The official page of the Centers for Disease Control and Prevention, with
rimantadine). The swine influenza A
Q&A: Why Is Swine Flu Such a Big
updated confirmed cases and their
(H1N1) viruses that have been
Deal?
locations. A discussion with students
detected in humans in the United
This article points out that this
of the science of epidemiology would
States and Mexico are resistant to
particular strain is killing young,
be appropriate here.
amantadine and rimantadine . . .”
otherwise healthy people. Contrast
WEBSITE LINKS What's Happening to Polar Bears? Real Data, Claims, and Evidence By Jessica Fries-Gaither, December 16, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/12/16/whats-happening-to-polar-bears-real-dataclaims-and-evidence/ • National Science Education Standards - http://www.nap.edu/openbook.php?record_id=4962 • Polar Bear Cam - http://www.wildlifehd.com/polarbearcam/index.html • Hungry Polar Bears Eat Young Due to Shrinking Sea Ice - http://cnews.canoe.ca/CNEWS/ Environment/2009/11/27/11957551-cp.html
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CONNECTINGNEWS with the National Science Education Standards
WEBSITE LINKS • Can You Bear It? Churchill a Polar Pioneer - http://www.winnipegfreepress.com/life/can-you-bearit-churchill-a-polar-pioneer-70353062.html • Polar Bear Status Report - http://www.polarbearsinternational.org/polar-bear-status-report/ • headlines - http://onramp.nsdl.org/eserv/onramp:18258/polar_bear_headlines.doc • idea circle - http://www.bridgew.edu/Library/CAGS_Projects/LDUBIN/idea%20circles.htm • virtual bookshelves - http://beyondpenguins.nsdl.org/browse/column.php? departmentid=literacy&columnid=literacy!bookshelf • graphic organizer - http://onramp.nsdl.org/eserv/onramp:18261/polar_bear_idea_circle.doc • Graphing Sea Ice Extent in the Arctic and Antarctic - http://www.windows.ucar.edu/tour/link=/ teacher_resources/graphs/teach_sea_ice_extent.html • graphic organizer - http://onramp.nsdl.org/eserv/onramp:18259/ claims_evidence_reasoning_graphic_organizer.doc • graphs - http://onramp.nsdl.org/eserv/onramp:18262/GRAPHINGRUBRIC.doc • claims, evidence, and reasoning - http://onramp.nsdl.org/eserv/onramp:18260/ claims_evidence_reasoning_rubric.doc • Graphing Thermal Expansion of Water and Greenhouse Gases - http:// passporttoknowledge.com/polar-palooza/pp0902.php • global temperatures - http://onramp.nsdl.org/eserv/onramp:18263/ co2_and_temperature_data_tables.doc • The Shiniest Moon - http://beyondpenguins.nsdl.org/issue/column.php? date=October2008&departmentid=literacy&columnid=literacy!feature • Create a Graph - http://nces.ed.gov/nceskids/graphing • WWF-Canon Polar Bear Tracker - http://www.panda.org/what_we_do/where_we_work/arctic/area/ species/polarbear/polar_bear/ • Dot Earth - http://dotearth.blogs.nytimes.com/
19
Middle Level Students and ‘Abilities Necessary to Do Scientific Inquiry’ By Mary LeFever, September 14, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/09/14/middle-level-students-and%e2%80%98abilities-necessary-to-do-scientific-inquiry%e2%80%99/ • Put On a Happy Face! - http://expertvoices.nsdl.org/connectingnews/2009/08/27/put-on-a-happyface/ • National Science Education Standards - http://www.nap.edu/openbook.php?record_id=4962 • Put On a Happy Face! - http://expertvoices.nsdl.org/connectingnews/2009/08/27/put-on-a-happyface/ Evolution Of The Human Appendix: A Biological ‘Remnant’ No More - http:// www.sciencedaily.com/releases/2009/08/090820175901.htm • graphic - http://www.sciencedaily.com/images/2009/08/090820175901.jpg • news story - http://www.sciencedaily.com/releases/2009/08/090820175901.htm • What is the function of the human appendix? Did it once have a purpose that has since been lost? - http://www.scientificamerican.com/article.cfm?id=what-is-the-function-of-t
Put on a Happy Face! By Mary LeFever, August 27, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/08/27/put-on-a-happy-face/ • Smile As You Read This: Language That Puts You In Touch With Your Bodily Feelings http://www.sciencedaily.com/releases/2009/08/090807103923.htm
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CONNECTINGNEWS with the National Science Education Standards
WEBSITE LINKS Bat Hosts Marburg Virus Party By Mary LeFever, August 17, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/08/17/bat-hosts-marburg-virus-party/ • Marburg virus - http://www.stanford.edu/group/virus/filo/2005/photos.html • fruit bat - http://en.wikipedia.org/wiki/Egyptian_fruit_bat • H1N1 - http://www.nlm.nih.gov/medlineplus/tutorials/h1n1flu/htm/_yes_50_no_0.htm • Ebola Cousin’ Marburg Virus Isolated From African Fruit Bats - http://www.sciencedaily.com/ releases/2009/08/090801185900.htm • MicrobiologyBytes - http://www.microbiologybytes.com/blog/2007/08/24/deadly-marburg-viruslinked-to-fruit-bat/ • natural reservoir - http://en.wikipedia.org/wiki/Natural_reservoir • summer camp - http://www.kimt.com/content/health/story/Summer-Camp-H1N1-Virus-Concerns/ z6LUyVxJz0KB9DIYdCdF3Q.cspx • Outbreak - http://www.imdb.com/title/tt0114069/plotsummary • eight-slide, narrated animation of how a virus infects a cell - http://www.health.harvard.edu/ flu-resource-center/virus/how-a-virus-infects-a-cell_3.htm • image - http://www.nature.com/nri/journal/v3/n8/images/nri1154-f2.gif • natural selection - http://plato.stanford.edu/entries/natural-selection/ • antibodies - http://www.medterms.com/script/main/art.asp?articlekey=19101
21
Milk’s Benefits Go Beyond Healthy Bones By Mary LeFever, August 3, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/08/03/milks-benefits-go-beyond-healthy-bones/ • Dietary Supplement Fact Sheet: Calcium - http://ods.od.nih.gov/factsheets/calcium.asp • examples - http://www.circlepeakcapital.com/press/healthjournal.pdf • Longer Life For Milk Drinkers, Study Suggests - http://www.sciencedaily.com/releases/ 2009/07/090722083720.htm • prefixes - http://www.unc.edu/~rowlett/units/prefixes.html • Dietary Supplement Fact Sheet: Calcium - http://ods.od.nih.gov/factsheets/calcium.asp
Polar Bears and PCs: Technologies Unintended Consequences By Jessica Fries-Gaither, June 1, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/06/01/polar-bears-and-pcs-technologys-unintendedconsequences/ • consumer electronics - http://dispatch.com/live/content/business/stories/2009/05/18/ greener_gadgets.ART_ART_05-18-09_A9_TMDSJR8.html?sid=101 • report - http://www.iea.org/Textbase/press/pressdetail.asp?PRESS_REL_ID=284 • National Science Education Standards - http://www.nap.edu/openbook.php? record_id=4962&page=103 • Kill-a-Watt - http://www.thinkgeek.com/gadgets/travelpower/7657/ • issue - http://beyondpenguins.nsdl.org/issue/index.php?date=October2008
22
CONNECTINGNEWS with the National Science Education Standards
WEBSITE LINKS • natural resources - http://beyondpenguins.nsdl.org/issue/column.php? date=October2008&departmentid=curriculum&columnid=curriculum%21knowledge • NEED project - http://beyondpenguins.nsdl.org/issue/column.php? date=October2008&departmentid=curriculum&columnid=curriculum%21development • energy efficiency - http://beyondpenguins.nsdl.org/issue/column.php? date=October2008&departmentid=curriculum&columnid=curriculum%21activities • lesson plans - http://www1.eere.energy.gov/education/lessonplans/
Lack of Blow Flies Leads to Truth Mary LeFever, May 12, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/05/12/lack-of-blow-flies-leads-to-the-truth/ • The Truth, Revealed by Bugs: The Case of Brookey Lee West - http://www.nytimes.com/ 2009/05/12/science/12file-fly.html?ref=todayspaper • Decomposition: What Happens to the Body After Death - http://www.deathonline.net/ decomposition/corpse_fauna/flies/coffin.htm • National Science Education Standards - http://www.nap.edu/openbook.php? record_id=4962&page=103 • http://manduca.entomology.wisc.edu/about/lifecycle.html • Visible Proof: Technologies - http://www.nlm.nih.gov/visibleproofs/galleries/technologies/blowfly.html • http://www.deathonline.net/decomposition/corpse_fauna/flies/coffin.htm
23
Influenza: History, Science, Strains, Detection and Protection Mary LeFever, May 4, 2009, Connecting News Blog http://expertvoices.nsdl.org/connectingnews/2009/05/04/influenza-history-science-strains-detection-andprotection/ • National Science Education Standards - http://www.nap.edu/openbook.php? record_id=4962&page=103 • PDF - http://www3.niaid.nih.gov/topics/Flu/PDF/sick.pdf • 1918 Influenza: The Mother of All Pandemics - http://www.cdc.gov/ncidod/eid/ vol12no01/05-0979.htm • Spanish Flu of 1918: Could It Happen Again? - http://abcnews.go.com/Health/AvianFlu/story? id=1183172 • The 1918 Flu Killed Millions. Does It Hold Clues for Today? - http://www.nytimes.com/ 2006/03/28/science/28flu.html • Epidemic! - http://www.pbs.org/wgbh/pages/frontline/teach/lost/lesson3.html • The Big Picture Book of Viruses - http://www.virology.net/Big_Virology/BVRNAortho.html • Image of bacteria cell covered in viruses - http://www.washington.edu/alumni/partnerships/ biology/200710/images/kerr_ecoli2.jpg • Antibodies Neutralize Multiple Flu Strains - www.nih.gov/researchmatters/ october2009/10052009india.htm • Antiviral Drugs and H1N1 Flu (Swine Flu) - http://www.cdc.gov/h1n1flu/antiviral.htm • labeled, schematic image - http://blog.newsweek.com/photos/levelup/images/original/Diagram-ofthe-influenza-virus_2C00_-courtesy-Chris-Bickel_2F00_Science.aspx • Q&A: Why Is Swine Flu Such a Big Deal? - http://www.msnbc.msn.com/id/30423369/ • H1N1 (Swine Flu) - http://www.cdc.gov/h1n1flu/index.htm
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CONNECTINGNEWS with the National Science Education Standards
http://msteacher2.org Copyright May 2010 - The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0840824. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Content is licensed under a Creative Commons Attribution-Share Alike 3.0 Unported license.