Title of Module : "Smallpox: It’s gone . . . or is it?"

Project Description:

This project takes the form of a WebQuest which is a inquiry-based learning activity that utilizes the web as a learning tool, encourages group cooperation, and utilizes a variety of assessment tools to test higher level thinking skills. This WebQuest is meant to teach students about viral diseases in general and smallpox in particular. It allows students to work in groups learning from each other and then working together to resolve an ethical issue. It incorporates the use of various research tools including websites. Students are challenged to learn about the scientific and historical significance of epidemics and the disease smallpox so that they may make a meaningful contribution to the resolution of the bio-ethical issue of whether the repositories of smallpox virus should be destroyed or kept stored for possible future medical and research use.

Smallpox is a dreaded viral disease that has sickened and killed humans for at least 10,000 years. The disease appears to have been eradicated in the 20th century with the last known case of smallpox documented by the WHO in January, 1978. The United States and Russia have the only two repositories of the last of the smallpox virus samples. In April, 1999, the Clinton Administration announced that it would not destroy its stored samples as previously agreed. What are the possible reasons for this reversal of plans? Students will gather the scientific information and other pertinent facts to understand the significance of the question just posed. They will learn about the structure of viruses, the impact of epidemics, the work of Edward Jenner, and the attempt to eradicate disease with vaccinations. By exploring this "real world" issue they will relate many disciplines, science, mathematics, history, and English, learn research techniques, work in cooperative groups sharing information and learning from each other, and finally use critical thinking skills to resolve the bioethical question.

This two week module is designed for all students at the middle school level taking life science. If heterogeneous classes are participating, it is suggested that each team be made up of students of various abilities. The unit involves individual work, group activities, and class presentations. It can be adapted for high school students enrolled in a biology 1 class.

This WebQuest is an interdisciplinary experience since there will be a scientist, statistician (mathematician), biographer, and historian among the team members attempting to research from their perspective and then to help resolve a bio-ethical issue. The unit is intended to fulfill curriculum requirements in microbiology by using cooperative learning techniques and integrating technology into the curriculum .

Each student will assess a website using a rubric. Each student will be individually assessed by the teacher, using a rubric that evaluates research techniques, group dynamic skills, and analytical abilities.

(5)

• New Jersey Core Curriculum Content Standards for Science addressed in this module are

5.2 - Problem - Solving - Develop problem - solving, decision - making and inquiry skills

5.3 - History of Science - Recognize the historical origin of scientific theories; they are developed by people who live in their cultural/ historical context. These theories are tested and may be replaced based on new information and investigative techniques.

5.4 - Technology - Understand that technology is an application of scientific principles.

5.5 - Mathematics - Integrating mathematics as a tool for problem - solving in science, and as a means of expressing and/or modeling scientific theories.

5.6 - Structure of Living Things - recognize the similarities, differences, interdependencies, and basic structures of living things.

• Cross - Content Workplace Readiness Standards addressed in this module are

Standard 2 - All students will use information, technology, and other tools.

Standard 4 - All students will demonstrate self - management skills

Students will participate in a WebQuest

• Students will work in cooperative groups

• Students will make a group presentation

• Students will produce a visual representation of their learning

• Students will analyze a bio-ethical issue

• Students will create a product that articulates their answer to the bio-ethical question

Example of questions to be researched.

• To the scientist - Are viruses living things? Explain your answer

• To the biographer - Describe the experiment set up by Edward Jenner based on his hypothesis about the relationship between cowpox and smallpox.

Examples of visual aids produced

• By the historian - Timeline of the History of Smallpox

• By the scientist - Model of a virus

• By the statistician - Poster of graphs depicting smallpox/epidemic statistics

• By the biographer - diorama showing an aspect of Edward Jenner’s life

(6)

Final group product

• Letter (e -mail) to an authority on the team’s consensus of the smallpox virus disposal issue.

• Skit "presented" to the authorities (actually the class) on the team’s consensus of the smallpox virus disposal issue

Access to on-line computers

• Suggested websites included in the WebQuest

some examples

http://www.microbeworld.org/

http://www.tulane.edu/~dmsander/garryfavweb.html

http://www/amnh.org/

http://www.cdc.gov/

http://www.who.org/

Access to a Media Center

• Suggested bibliography included in the WebQuest

some examples

Viruses: The Smallest Enemy by David M. Locke

Viruses by Alan E. Nourse

Epidemic! : The Story of Disease Detectives by Jules Archer

Disease and History by Frederick F. Cartwright

When Plague Strikes: The Black Death, Smallpox, AIDS by James Cross Giblin

Access to an e-mail service

• Suggested contacts included in the WebQuest

some examples

Dr. Donald A Henderson - Dean Emeritus, John Hopkins School of Public Health

Dr. Joshua Lederberg - President Emeritus, Rockefeller University and National Advisor on germ warfare

Lawrence R. Altman - New York Times Reporter

• Educational background

M.S. Science Education - City College of New York

B.A. - Cum Laude, Biology/Physiology - Hunter College, New York

• Teaching experience - 23 years

• Courses taught - advanced, honors, college preparatory, non - college preparatory

biology, physical science, life science

• Email address - biotcher@earthlink.net

Sharon Weiss developed this module in February, 2000 as a participant in the NJBISEC Microbiology Summer Residential Institute ‘99 (MSRI)

(7)