How can we stop the rise of the Superbug?
In this PBL, your group is going to investigate the formidible rise of the Superbug and use this knowledge to develop an education kit for a specifc audience of your choice.
How can we stop the rise of the Superbugs?
Students will address this essential question by completing four main parts:
1) The Stimulus - Rise of the Superbugs
2) Preliminary Research - What is a Superbug?
3) Immersion into the Science of Superbugs - Where did Superbugs come from?
4) The Superbug Project - How can we stop the rise of the Superbug?
Students will address this essential question by completing four main parts:
1) The Stimulus - Rise of the Superbugs
2) Preliminary Research - What is a Superbug?
3) Immersion into the Science of Superbugs - Where did Superbugs come from?
4) The Superbug Project - How can we stop the rise of the Superbug?
Each group will produce: 1) A Word document that contains the completed activities found in the first three parts. The word document is found on Google Classroom with a suggested schedule for completion of tasks. The document must be completed by Thursday 12th November 2015. 2) An Education Kit that can be used by a specific profession to educate a target audience. Your group will present this to the class in week 9. Possible suggested professions and their target audience could be
|
The Groups for this Project are:
1) Doey, Isabella and Alessandra 2) Marina, Carlin and Matilda 3) Krystal, Zoe, Naomi and Libby 4) Grace, Josephine and Ji Hea 5) Sabrina, Maddie and Ciara 6) Elysia, Monique and Sarah |
1) The Stimulus - Rise of the Superbugs
* Watch the outstanding documentary by Four Corners called "Rise of the Superbugs" . Record as much information as possible about Superbugs. * As a group, create a mind map on butcher paper that incorporates what each member has learnt about Superbugs. Surround the mind map with questions that the group would like to further research. Then take a photo and upload into "Our Research on Superbugs" document. |
2) Preliminary Research - "What are Superbugs?"
A) Each member of your group is to work through one or two of the resources provided below and record any important information about Superbugs. You may include any other resource such as textbooks and scientific websites to build or clarify your general understanding of Superbugs. It is important that you source any additional websites, books or images that have been used.
i) General Information on Superbugs can found in the ABC article "What are Superbugs?" ii) A very good short video is "What are Superbugs? - Do you know?" iii) The different types of Superbugs found in food and drinking water can be determined through this 7.30 report video "Superbugs found in food and drinking water? iv) An interesting article providing information about the 6 Superbugs to watch out for. v) An inspirational video about an Aussie man called Matthew Ames and his will to live. B) Your group should then discuss, record and organise the information obtained about Superbugs in the google doc. During this discussion, students should ask questions from their peers or from their teacher so that any gaps in their understanding are resolved. This is an important activity to demonstrate persistence in learning of individuals as well as the collaborative ability of the group to listen, reflect and support the learning of all members. |
3) Immerse Yourself in the Science of Superbugs - Where did Superbugs come from?
In this section of the PBL, your group will immerse themselves in the scientific concepts behind Superbugs - Evolution, Natural Selection, Speciation and Fossils. As there are several tasks in this section that your group will need to work through, please follow the schedule provided in your booklet and on weebly. Groups can work through any of the extension tasks that they are interested in as long as they have completed the mandatory tasks first. |
|
3.1) National Geographic Video "The History of the Earth!
Task 1) Watch the video "The History of the Earth" and use the video to fill in the evolution table provided. |
More interesting information regarding Human Evolution can be found on the Smithsonian Institute website "Human Evolution TimeLine Interactive."
|
This is a task that will test your teams ability to successfully collaborate.
1. Identify the different tasks that will need to be done 2. Delegate the tasks 3. Then start!! |
Task 2) Time Line Challenge!!!!
1) Create a long, multicoloured cardboard strip that is 10 cm by 5 metres. Blu-tac this strip along the wall of the lab 2) Add the geological period labels to your time line by using a scale of 1 cm = 10 million years. This means that the quaternary period which lasted 2 million years would be 2 mm long. Make sure that your time line begins (ie when Earth forms) at the back of the lab and finishes at the front of the lab with the Quaternary Period. 3) Now add the given photos to your time line using your knowledge of the Earth's history. Often important information about the placement of the image is in the details of the image! You may need to conduct some research to identify the placement of an image. 4) Marks will be awarded to determine the most effective team. The correct placement of period labels is worth 5 marks and then 1 mark for correct image placement. |
3.2) The Current Theory of Evolution
Fossils show us that life on Earth has changed over time. Some species such as the dinosaur have become extinct. New species have arisen as well. Evolution has occurred. How has this happened? What is meant when we state that a species has evolved? The following resources must be used to build your picture of the current theory of evolution. Create summary notes on what you have learnt. a) Science Focus 4 Unit 5.2) pg 172 - 177 b) The two youtube videos below |
|
|
3.6) Natural Selection - The Process by which Evolution takes place!
Practical Modelling Natural Selection using Jelly Beans Task 1) Understanding Natural Selection. a) Watch the video "Natural Selection" by Stated Clearly b) Make comprehensive notes using your textbook CS5 Section 12.6 Natural Selection. c) Identify the 5 key steps in Natural Selection. Task 2) Natural Selection Worksheet 1 Task 3) Natural Selection Worksheet 2 Interactive pHet Activity - Natural Selection |
Extension Task E) The Evidence supporting Evolution
Darwin and Wallace based their theory of evolution by natural selection on many observations, including those made while travelling around the globe. Since then a great deal more evidence that provides further support for the theory of evolution has been uncovered. There are four main areas of evidence. 1) Fossils 2) Comparative Anatomy 3) Comparative Embryology 4) Molecular Biology Explore each piece of evidence and provide diagrams in order to demonstrate your understanding. |
|
Extension Task F) Fossils and the Law of Superposition
|
The story of the life on Earth is told through its fossils. A Fossil is evidence of past life found in a rock - usually sedimentary rocks. There are many different types of fossils such as;
a) parts of an animal or even the complete animal perserved in amber (sap), ice, tar pits b) bones, teeth, shell or skeletal remains c) a mould of the animal - this means the impression of the animal in the rock d) a cast of the animal - this means the mould is filled with material to give the appearance of the animal e) a trace of the animal - this means footprints, burrows etc f) a pertified replica - this means the part of the animal is replaced by minerals such as quartz or limestone g) a carbonised image of the animal - this mainly happens with plants and is when the plant decomposed to leave behind only carbon compounds Question: Using the BBC - Nature Prehistoric Life website, create a flow chart using diagrams to show the steps that are required to form a fossil.
|
One of the simplest methods to determine the age of a fossil is to look at how deep it was found in the layers of rock in the ground. This method is commonly used by scientists and is known as the law of superposition - basically, the law of superposition states that the lower down in the rock layers something is found, the older it is.
We sometimes run into difficulty when the rock layers have moved (due to continental drift - mountain ranges, earthquakes etc) but it's not too tricky to work out where and how the rock layers have moved if we have a few different types of rock layers to match up. Question: In the diagrams below, identify the order of youngest to oldest fossils |
|
|
Final Task) Open Investigation - How are we causing the rise of the Superbug?
Now that you have a better understanding of the scientific concepts involved, revisit your preliminary mindmap and conduct more research to develop a thorough response to this question. Each member must enter their research into their table below. The group must constantly collaborate through out this task so that class time is used most effectively. |
4) The Superbug Project - How can we stop the rise of the Superbug?
Now that your group knows the various causes of Superbugs, they need to use this knowledge to educate and support the community in their fight against this terrible problem. This is your chance to produce something that can help solve a REAL GLOBAL problem.
You group will produce and present to the class an EDUCATION KIT that contains a possible STRATEGY or PRODUCT (or both) that could stop the rise of the Superbug. Firstly your group must chose a specific profession and identify their target audience. For example, it could be a Professor in Medical Science who wants to inform/educate General Practitioners about what they can do to stop the rise of the Superbug. The Professor will use the EDUCATION KIT to educate the General Practitioner. . Possible suggested professions and their target audience could be:
|
The presentation of the EDUCATION KIT must include AT LEAST THREE COMPONENTS:
COMPONENTS could be:
|
Some helpful questions to think about are:
|