Summer+school+2012

=Summer School Biology 2012 = //Course runs 8am - 11:15am June 11 - June 29//
 * Day 1 -**
 * What is evolution?**
 * 1) Complete your CLP
 * 2) Complete your introductory activity
 * 3) View: []#
 * 4) complete the study guide / reflection / group discussions


 * Day 2 -**
 * MRSA**
 * 1) read //Information about MRSA// outloud,
 * 2) answer the questions in small groups,
 * 3) participate in the discussion;
 * 4) read the information from the Minnesota Department of Health about MRSA;
 * 5) work with table partners to create an informational poster for student athletes regarding MRSA
 * 6) complete the compare and contrast (your poster vs classmate's poster) after presentations

Tay Sachs Debate: Evolutionary Tree
 * Day 3**
 * Genetic Disorders and Inheritance -**
 * Pax 6**
 * 1) Listen to a short passage about Aniridia (an eye disorder) and discuss it in class
 * 2) read about PAX6
 * 3) examine the images of PAX6
 * 4) compare the amino acid sequences of humans, mice, zebrafish and fruit flies with both normal and mutant Pax 6 genes
 * 5) discuss the function of Pax6
 * 6) discuss the implications of many species having almost exactly the same gene with the same function
 * 7) complete the Pax6 worksheet
 * 1) view a video on Tay Sachs
 * 2) anwer the questions on Tay Sachs
 * 3) compare and contrast Tay Sachs and Pax 6
 * 1) debate whether or not people should undergo genetic testing for diseases and if they should allow these tests to impact their decision to have children
 * 1) examine an evolutionary tree diagram and determine relationships and ancestry

Lab - investigating lactose intolerance and evolution
 * Day 4**
 * 1) listen to the introduction on Lactose and lactose intolerance
 * 2) view the animations at []
 * 3) view the online lesson at []
 * 4) follow the lab procedure step by step
 * 5) use the web resources provided to investigate lactase persistence in different geographic regions Web resource: lesson 2 lactose intoleranceComplete the worksheet as you work
 * 6) Complete the 2 question worksheet on The Genetic Basis for Lactase Persistence
 * 7) Complete the 3 question worksheet on Lactase and Human Evolution
 * 8) Evaluate the data presented
 * 9) Summarize Lactase Persistence and nonpersistence
 * 10) view: Holy Cow: []

investigating a mystery disease Thalassemia Malaria
 * Day 5**
 * 1) investigate the information about the patients assigned to you; record your data in your chart
 * 2) visit the Web resources: Lesson 3 Evolutionary Processes and Patterns Inform Medicine
 * 3) share your findings with the class; explain how you made your diagnosis; add your data to the class data chart
 * 4) complete a KWL on thalassemia
 * 5) read the information on thalassemia and check out the sites: [], []
 * 6) work in small groups to answer the "alpha-globin and variations" questions
 * 7) look at the alleles that cause Thalassemia, demonstrate how the alleles are passed on from the parents and determine the potential genotypes for offspring.
 * 1) View a video summary of malaria [], [][] (13:03 - 22:00)
 * 2) Compare the occurance / geography of thalassemia (genetic disorder) with that of malaria (parasitic infection)
 * 3) Answer the questions on the worksheet //Summing up thalassemia, malaria and evolution//

Cleft Lip and Palate
 * Day 6**
 * 1) Read about cleft lip and palate in your table group and work together to complete the worksheet
 * 2) share your findings with the class and participate in the whole class discussion

EvoPrints: Weblesson 4 Evolutionary Processes and Patterns Inform Medicine (click on activity 2, then view the tutorial and complete the accompanying worksheet)
 * 1) complete the evotutorial with your partner and work together to complete the worksheet
 * 2) move on to the evoprint comparisons web activity
 * 3) use the worksheet to guide yourself through the evoprint comparisons
 * 4) complete the comparisons and worksheet

video preview: watch the Influenze Epidemic []

Evaluating evolutionary explanations
 * Day 7**
 * you will get to choose your groups today:)
 * 1) review your findings about influenza from yesterday's video: what did you already know that was confirmed in the video, what new learning occured, what questions do you still have?
 * 2) work in table groups to read outloud the email from viroformatics
 * 3) Your summative task will be to create an informational brochure about influenza to share with teens.
 * 4) Use the question outline to guide your work as you research influenza; your primary resource will be "introduction to influenza" from the National Institute of Health
 * 5) Complete the Influenza sequencing activity
 * 6) Go to the Web and visit: Weblesson 4 Using evolution to understand Influenza
 * 7) Alone or with a partner explore the data bases, examine the sequences, conduct the calculations needed to complete the "exploring a genetics database" worksheet
 * 8) In your table groups, read out loud the passage about "influenza and the immune system" and answer the accompanying questions
 * 9) CREATE YOUR BROCHURE
 * 10) PRESENT your brochure to the class for peer review

View a fictional video about an evolving infectious disease.
 * Day 8**
 * 1) Trace the emergence of the virus, mutations of the virus and the development of an immunization through time.
 * 2) You will also complete the movie worksheet as you view:[[file:I am legend.docx]]


 * Day 9**
 * Day 10**
 * Day 11**
 * Day 12**