Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
Letter to Parents |
| Assessments |
| Resources |
Modifications |
| Grant |
By Sadia Waheed, Molly Hartzler, and Stacy Garza
Abstract
The principle of this unit is to motivate students to recognize the importance of understanding and communicating the mechanisms and hazards of infectious diseases within our community local and worldwide. The project involves exposure to how infectious disease is studied, spread, and contained through practicing lab techniques, observing spread by manipulating data through simulations, and determining how humans respond physically and socially. This unit will promote student awareness of how infectious disease affects them directly and indirectly. Students will gain appreciation for health professions as well as discover how their understanding of infectious disease and its consequences is pertinent for their future.
Rationale
In the United States in 2001, people spent 4.1 trillion dollars on heath care (http://www.nchc.org/facts/cost.shtml). Whether people are taking trips to the hospital or trips to the health club, maintaining bodily soundness is a major concern for Americans. Teenagers are no exception to this phenomenon. Students miss school for colds, flu, food poisoning, and sometimes more serious illnesses like meningitis. Teens are also the group of people that are on the brink of dealing with a serious health hazard in the form of sexually transmitted diseases.
By educating teens about how disease occurs and how it is prevented and treated, we can produce a group of young adults that are equipped to make smarter choices- from washing their hands to care in their dating lives- that will protect themselves and others around them. We can also spark their interest in biology by spending time on a topic that is extremely interesting and pertinent to them, perhaps even inspiring some to pursue various medical careers.
While students learn about disease to some extent in currently existing biology courses, the information is often vague and the material is covered so quickly that the students forget what little they learned or even learn nothing at all. During our unit, we will slow down a bit and spend time covering the biological agents that cause disease, their mechanisms, how the body responds, how we can prevent/treat the diseases, and then look at disease from a community perspective.
While this unit will not solve the global problem of disease, it is important for us as a community to take early steps to educate our children about different illnesses and their possibly devastating effects. In doing this, small steps can be taken to improve community life and allow these teens to live more responsible and productive lives.
Description
Tuberculosis, flu, AIDS, hepatitis, STD’s, etc. are just a few examples of infectious diseases. In a group of teenagers, it is a difficult task to assess how many understand disease information in depth. The number of young people exposed to STD’s is increasing day by day but the amount of awareness or education about the infectious diseases is still miniscule. Many teenagers do not even have any idea about infectious diseases or the mechanisms causing them. A project like this will take the challenge of introducing students to their very common enemies—the infectious diseases.
The main aim of our project is to increase awareness and educate young people about their common antagonist. Our project includes a five-week intensive study of infectious diseases including information about their sources, mechanisms of their action, prevention ideas, and treatment methods. During the five-week’s time, the students will have the opportunity to participate in class discussions, interactive activities, lectures, wet labs, computer simulations, demonstrations, collaborative group work, and research projects utilizing internet and library resources.
We will begin our unit with an informative introduction about bacterial and viral diseases. The students will have an opportunity to listen to a doctor, who will present information explaining infectious diseases, their kinds, and their impacts on public health. While discovering about bacterial diseases, students will be given a chance to carry out investigation on antibiotic resistance. Students will also investigate the importance of immune system and its role in fighting diseases. Students also learn about disease spread in a population and are able to visualize it with the help of computer simulations.
During the project students will be provided with an opportunity to research about a certain disease of their choice for which they would have to follow a specific rubric including information about the disease, its source, symptoms, action mechanisms, human body’s defense mechanisms, and prevention and treatment methods. The students will have access to PowerPoint and will prepare their presentations on it. At the end of the unit, the students will make oral presentations that will facilitate in exposing the whole class to a variety of diseases.
As the students work through the infectious disease project, they will gather useful information and data about different kinds of infectious diseases and will be able to understand their relevance to our lives. With the help of many interactive activities and lessons, the students will be given an opportunity to become educated about their most common enemies—the infectious diseases.
Budget
Item Price Quantity Total
Nutrient Agar Powder
34.99 2 69.98
Petri Dishes (500 pack)
79.00 1 79.00
Sterile cotton swabs 14.30
1 14.30
Glass Test Tube - 15 x 125 Case of 72
32.95. 1 32.95.
Antibiotic disc set
85.00 1 85.00
Glass Slides - Box
5.95 2 11.90
Cover Slips - Plastic- Box
3.25 3 9.75
small window incubator 54.35 1 54.35
Steam Autoclave 1,423.99 1 1,423.99
DNA Biotechnology Kits Agarose Gel Electrophoresis Apparatus 639.90
1 639.90
Disinfectant hand soap: 5.50 2 11.00
Gram stain set (including Crystal violet, Iodine, and safranin stains) 30 4 120.00
SP-830 Visible Spectrophotometer 1,663.35. 1 1,663.35.
Biohazard Waste Containers 1 1/2-gal (5.5-L) Capacity $143.60. 2 287.20
Total 4502.67
Evaluation Plan
Throughout this unit there are assessments built into the daily and weekly
goals. These assessments include quizzes, exams, class discussions, daily
projects, and evaluations in journalistic form. The students are also
responsible for homework that will reinforce the new material by aiding
in formulating connections necessary for understanding the big picture.
The final presentation serves as the final evaluation on the students’
comprehension and ownership of the unit material as a whole. All the assessment
techniques combined supply us with the data necessary for tracking the
students’ progress. The journals will provide a way for the students’
to reflect and recall material learned that day. We will check the students’
progress and understanding by conducting spontaneous reviews. The students’
will also check their peers’ journals for accuracy, understanding,
and communicative value. These journals will therefore provide a source
for discussion. They will also be used to track our progress as teachers
as well as the progress of our lessons. Daily assessments will serve as
benchmark evaluations and the projects, presentations, and exams will
serve as cumulative understanding evaluations. A composite of these scores
as well as participation and cooperative work will configure students’
grades.
We will also examine the progress of achieving our goals through checking
students’ TAKS scores, extracurricular activities, as well as the
confidence and attitude within the classroom. If students are compelled
and inspired to learn more about the science of everyday life and how
they are affected then we are succeeding in our goals. Vitae
Stacy Garza
1005 The High Road ~ AUSTIN, TX 78746
PHONE (512)-431-6523 ~ EMAIL stcygarza@yahoo.com
OBJECTIVE
Inspire and guide students to think scientifically about their world through
inquiry and student-centered teaching methods.
EDUCATION
The University of Texas at Austin
Major: Biology BS, Composite Science Certification
Graduation date: December 2005
UTeach Coursework
Step 1, Step 2, Knowing and Learning, Perspectives in Math and Science,
Research Methods, Classroom Interactions, Project-Based Instruction, Student
Teaching Seminar, Apprentice Teaching
TEACH EXPERIENCE
Third Grade, Science, Ortega Elementary School Austin, TX Jan. 2004-May
2004
• • Observed mentor teacher, created lesson plans, and taught
three lessons using hands on inquiry based teaching methods with teaching
partner.
Seventh Grade, Aquatic Science, Kealing Middle School Austin, TX Jan.
2004- May 2004
• • Observed mentor teacher, created lesson plans, and taught
three lessons using technology, inquiry based and hands on lesson methods.
Ninth Grade, Biology, Crockett High School Austin, TX Aug. 2004-Dec. 2004
• • Observed mentor teacher, created lesson plans, and taught
two three-day lessons using student-centered, inquiry and problem-based
methods.
Eleventh/Twelfth, Aquatic Science, Port Aransas, TX April. 2005
• Taught high school students lesson plan at salt marsh. Taught
two sets of students project based lessons.
WORK EXPERIENCE & ACTIVITIES
Texas Gymnastics Team, University of Texas at Austin, TX Fall 2000
? Teaching recreational gymnastics to ages three to eighteen. Gymnastics
Teacher, Crenshaw’s Athletic Club Austin, TX May 2000-Present
? Teaching recreational gymnastics to ages three to eighteen.
Tumbling Instructor, Crenshaw’s Athletic Club Austin, TX January
2001-Present
? Instruct Middle and High School Power Tumbling Switch Camp Head Counselor
and gymnastics instructor, Crenshaw’s Athletic
Club Austin, TX Summers 2000-2003
? Responsible for running the Switch Camp Summer Program for ages 6-10.
Also the gymnastics instructor for the camp. Office Personnel, Crenshaw’s
Athletic Club Austin, TX Fall 2001-Present
? Teaching recreational gymnastics to ages three to eighteen.
General Gymnastics Teacher, Crenshaw’s Athletic Club Austin, TX
Fall 2004
? The only instructor of an internationally recognized team sport, General
Gymnastics at Crenshaw’s; a combination of dance, music, acrogymnastics,
and tumbling. Dance and Gymnastics Private Instructor Austin, TX May 2003-Present
? Teaching ballet, general dance, technique, gymnastics, flexibility,
strength, and elite training for young team/pre-elite athletes.
Gymnastics and Dance Teacher, Amazing Feats Austin, TX Fall 2001-Spring
2002
? Teaching recreational gymnastics and dance to elementary school students
at Patton Elementary for traveling company.
Florist, Albertson’s Village Market Austin, TX Summer 2001
? Maintaining floral center.
Home School Mentor Austin, TX Summer 2004-Present
? Work with Sam Greenberg in home schooling third grade all subjects.
ITP 2 Instructor Training Program 2 Certification, Gymnastics Association
of Texas Aug 2001
? Women’s Team Instructor course certification completed at GAT
convention.
Safety Certification, through USAG (USA Gymnastics) Fall 2001-Present
? Safety course and certification for gymnastics instruction.
Professional Member of USA Gymnastics Oct 31, 2002- Oct 31, 2005
? Allows me to be on the floor of any gymnastics meet, certification required.
Human Participants Protection Education for Research Teams Online Course
Certification May 2000-Present
? Teaching recreational gymnastics to ages three to eighteen.
Molly Hartzler
3605 Steck Ave. #1019, Austin, TX 78759
Phone: 512-964-4469, Email: mollyprl@mail.utexas.edu
Objective
Set up and maintain a biology class that is constructed primarily of student
centered lessons, labs, and projects.Education
The University of Texas at Austin
Major: Biology, B.S. (teaching), composite science certification
Graduation date: August 2005
UTeach coursework
Step 1, Step 2, Classroom Interactions, Research Methods, Perspectives
on Math and
Science, Knowing and LearningWork Experience
Youth and Family Intern for Community New Start Inc. Spring 04
Responsible assistance with coordination of after-school programs (Smart
Start) at T.A. Brown elementary school and J.J. Pickle elementary school,
assistance of teachers and curriculum, organization of New Start events,
and running of Monday night large group meetings.
Third and Fourth grade class teacher for Smart Start Fall 03
Class room teacher, responsible for 12 children each day of varying race
and background. Tutored, supervised play time, gave snacks, read to the
children, dealt with discipline and home issues.
Honors and Activites
Active member of RUF Spring 02-Fall 04
Women’s Club Soccer Fall 01
Recipient of Academic Scholarships Gilbert Scholarship and others
Deans List Spring 02- Spring 04
Women in Science Residential Honors Program Fall 01-Sprin 02SADIA WAHEED.
10210 Cades Creek Court, Houston-Texas.
Cell phone: (832) 860- 3060
Email: swaheed83@mail.utexas.edu
Objective: Gain a challenging position utilizing knowledge and skills
developed from working in a Research Lab.
Education:
• University of Texas at Austin Austin, Texas.
Bachelor of Science in Microbiology. May, 2005.
Certifying in Composite Science Teaching for 8-12 grades.
Specialized Coursework:
• Organic and inorganic chemistry.
• Cell Biology
• Biochemistry.
• Immunology.
• Virology.
• Public Health Bacteriology.
Research Experience:
Department of Integrative Biology The University of Texas at Austin.
Research Assistant Feb, 2004 – May, 2005.
Supervisor: Dr Tina Taub Montemayor.
• Research focus on physiological relationships between migration
and reproduction
of grasshoppers.
• Assist with research on dietary patterns and egg composition of
grasshoppers.
• Perform phase partition calorimetric assays on lipid, carbohydrate,
and protein
compositions of grasshoppers.
• Preparation of artificial diet along with maintenance of hopper
colonies.
• Result organization with graphics and data analysis using Excel.
Department of Molecular Genetics and Microbiology. The University of Texas
at Austin.
Research Assistant June, 2004 – Aug, 2004.
Supervisor: Dr. Philip Tucker
• Research focus on molecular mechanisms controlling gene expression
and
differentiation in eukaryotes.
• Assisted in the work on interaction of BCL6 and BCL11a transcription
factor proteins
and proto-oncogene products involved in Chronic Lymphocytic Leukemia.
• Performed experiments utilizing gel electrophoresis, SDS-PAGE
gels, and western blots
to check for expression of BCL6 and BCL11a in mouse cell lines.
Work Experience:
Freshman Biology Class Bowie High School, Austin-Texas.
Apprentice Teacher. Jan, 2005 - May, 2005.
• Facilitate the learning of Biology through student-centered lessons
and activities.
• Utilize a variety of learning techniques, including inquiry-based
labs, demonstrations, videos, simulations and molecular model building.
• Introduce students to Internet to research topics and interact
with classmates.
Registrars Office San Jacinto College – Central Campus.
Registration Clerk. Nov, 2001- May, 2002.
• Maintained and filed student transcripts, admission applications,
graduation applications, etc.
• Advised students regarding registration and college policies.
• Entered student data in to computer program.
Community Work:
Memorial Hermann, Southeast Hospital Houston, Texas.
Volunteer In Day Surgery and Recovery. Dec, 2003 – Jan, 2004.
• Assisted and viewed surgeries related to transplants, optics,
different organs, and
plastic surgeries.
• Visitor and patient assistance.
• Filing and clerical assistance.
Skills:
Technical Skills:
• Biochemical techniques including electrophoresis, spectrophotometric
assays,
and calorimetric analysis.
• Molecular and cellular biology techniques including tissue culture
methodology, extraction and purification of DNA, digestion of purified
DNA with restriction enzymes, electromobility shifts, and western blotting.
• Technical equipment operation including UV/Vis spectrophotometry
and microscopy.
• Immunological techniques utilizing Antibody staining immunofluorescense
and ELISA,
IgG purification utilizing Ion exchange chromatography, Immunoelectrophoresis,
and
Immunodiffusion.
Other Skills:
• Proficient with Microsoft Office (Word, Excel, PowerPoint).
• Search Journals and articles using PubMed and Ebsco Host.
• Excellent oral and written communication skills.
• Outgoing personality with good inter-personal skills.
• Excellent leadership, organization, and time management skills.
• Multitasked and work well under pressure to meet the deadlines.
• Self-motivated and diligent in the pursuit of goals.
• Dedicated to achieving a standard of excellence.
• Highly enthusiastic, creative, and dedicated.
• Fluent in reading and writing Urdu and Arabic languages.
Awards and accomplishments:
• Dean’s Honor student at the University of Texas at Austin.
• Financial Chair of Human Rights Awareness Association on UT campus.
• Recipient of Austin Independent School District Scholarship.
• Honor Roll student in San Jacinto College.
• Honor Roll student in High school.
• Holder of Magna Cum Laude at the Graduation ceremony of Destrehan
High
School.
• Recipient of Membership Certificate of Audubon Aquarium of Americas,
based
on excellent GPA.
Professional Affiliations:
• Beta Beta Beta Biological Honor Society.
• National Association of Biology Teachers.
References: Available upon request.