The NSTA comprises of an eclectic group of science professionals including "science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in and committed to science education". And their national convention brings many of these professionals together in one place to attend seminars, participate in hands on activities, gain new insights into how they can incorporate the ideas presented into their own fields, and on top of that, many booths hand out free materials and swag! :)
If any of you science professionals out there want to meet other professionals, network with them, and learn some great new techniques or strategies, make sure you get to the next national conference! Oh and did I mention that the 2017 conference is going to be in Los Angeles, so you can add surf and sun to the mix too!
For more information, check out the NSTA website, specifically about the next national conference: http://www.nsta.org/exhibitsadv/national.aspx
Subject (CONCEPT): Making Claims about Parasite Populations Using Fecal Data
Links to NGSS: HS. Interdependent Relationships in Ecosystems: constructing explanations and designing solutions (HS LS2-7), Engaging in Argument from Evidence (HS LS2-6), Interdependent Relationships in Ecosystems (HS LS2-1,-2), Cause and Effect (HS LS2-8/ HS LS4-6).
Anticipatory set (ENGAGE): Video showing how to perform a fecal float test to determine the amount of worm/ parasite eggs in the feces of a specific species. Video link is below.
Instructional Strategies: video, case studies, data tables and graphs, discussion, team and individual components, making a claim and defending that claim based on data.
Materials: laptop/ computer and screen to show video (for the teacher to show the video), data sheets, pens/pencils.
Activities:
(EXPLORE): Students will work in teams and examine case studies of individual animals. A brief explanation of animal external indicators of parasite levels will be provided in each case study, thus students will be gaining new information with each study. Each group will be allowed to select a different animal (four animals for this activity but you can create more case studies if wanted) to evaluate. Then each team will present their claim along with their evidence for that claim. Each group should provide some sort of visual to help explain their claims and the support they have for it.
(EXPLAIN): After students have finished analyzing the case studies and made their predictions about the parasite load for each animal, the whole class will come together to formulate definitions that are critical to the lesson. Vocabulary will be constructed using Frayer Model sheets. Terms include: Parasite, ecosystem, anthelmintic/ de-wormer, fecal float test/ Fecal Egg Count, fecal float solution, parasitic relationship, parasite load. These terms will be presented in either the video for reference or in the packet with the case studies.
(ELABORATE): Students will work on an individual basis and go through process of stations placed around the classroom. The stations will include: 1) Three stations focusing on different populations of animals and their parasite loads. Each station will require students to create a graph or table of the information; 2) A station dedicated to the parasitic life cycle and their relationship to their hosts and their ecology; 3) A station that looks at the mathematical representation of using dewormers and their effect on parasite populations (Fecal Egg Count Reduction Tests or FECRT); 4) A station on identifying different types of parasites based on what their eggs look like under a microscope (can use preserved slides and microscopes or printed images on paper); 5) Reading and analysis of an article that examines the benefits of parasites (this article can be found on Newsela, the title can be found with the activity https://newsela.com/articles/worm-health/id/11542/) if you want to use the website instead of the sheet. The questions are the quiz questions, and the level is set to max. 6) Students will create a concept map based around the word PARASITE.
Accommodations for special learners: The activities can be read to students who require directions read to them (visually impaired or those with learning disabilities), the lab can be printed in bigger font for students who need it. Pictures and images will be provided throughout the lesson to accommodate ADHD learners who may have trouble focusing on text only documents.
Assessment (formal or informal)
(EVALUATE): The students will create a poster, digital story, comic strip, newsletter, mobile, game, or other alternative assessment to demonstrate what they know and are able to do as a result of this learning cycle.