"I read on the Internet that you can get Mad Cow Disease from Altoids."

1. Plant IT: Careers, Cases, and CollaborationsGetting Started with Investigative CasesJuly 7th, 2008Margaret WatermanSoutheast Missouri State UniversityEthel Stanley Beloit College

2. The Rumor Author: Stacey Kiser, Lane CC bioquest.org/lifelines "I read on the Internet that you can get Mad Cow Disease from Altoids."

3. "Well, they are made in Great Britain and they do have gelatin in them.”

4. What do you think this case is about? What do you already know that relates to this case? What do you need to know to understand the case? How might this case be used in your classroom?

5. National Science Education Standards (NRC, 1996) “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.” Plant IT: Careers, Cases and Collaborations • Root your classroom science investigations in real world activities and collaboration • Explore data, visualization tools, analysis tools and other resources for structured, yet open-ended investigations • Learn and share strategies for supporting and assessing student investigations • Access e-science resources to prepare your students with 21st Century skills

6. National Science Education Standards (NRC, 1996) “Science often is a collaborative endeavor, and all science depends on the ultimate sharing and debating of ideas.” Plant IT: Careers, Cases and Collaborations • Develop case materials tailored for your classroom • Root your classroom science investigations in real world activities and collaboration • Develop case materials tailored for your classroom • Discovercareer connections to biology content

7. Agenda • Investigative case based learning (ICBL) • Using cases to meet diverse objectives • The case experience: A Day at the Bay

8. Case Methods: Elements in Common • All use realistically complex problems • All are multidisciplinary • All ask learners to consider the events, decisions, facts

9. Investigative Case Based Learning • ICBL blends two established methods: cases and scientific inquiry • The cases provide a context for learning. • Students engage in investigations related to the case. This includes lab, field, and computer activities. • Instruction is organized around the BioQUEST 3Ps.

10. Features of ICBL • Problems are real and meaningful contexts for learners. • Cases are complex and multidisciplinary. • The problem comes first. • Learners collaborate and identify what they need to learn. • Learners identify and use resources. • Cases require decision making, use of concepts and skills.

11. http://bioquest.org/icbl/

12. Investigative Case Based Learning (ICBL) http://bioquest.org/icbl

13. ICBL Case Module Lana McNeil Northwest Campus College of Rural Alaska

14. Agenda • Investigative case based learning (ICBL) • Using cases to meet diverse objectives • The case experience: A Day at the Bay

15. Meet Diverse Objectives • To assess knowledge and skills • To develop global and multicultural perspectives • To initiate investigations • To introduce new technologies • To use multidisciplinary approaches

16. Kujira Teruko sat with her friend Sean at lunch and enthusiastically described her brother’s wedding and reception in Japan. “The family hired special chefs who prepared some amazing dishes. My favorite was the kujira.”“What’s kujira?” Sean asked.“It’s whale meat,” Teruko replied. When Sean made a face, she continued, “It’s delicious really. Better than this pepperoni pizza.”

17. Isn’t whale meat illegal? I read there’s a huge black market and people pay up to $400 a pound for what they think is whale meat,” Sean said. Now it was Teruko who made a face. “How do they know it’s not whale meat?” she asked.Some biotech test,” Sean replied with a shrug.

18. Whale Meat Acknowledgment: Peter Lockhart BioQUEST Summer 2002 Workshop

19. http://www.dna-surveillance.auckland.ac.nz/page/wftw/title

20. Different Assessment Strategies • Design play of Japanese wedding • Propose new law on harvesting whales or labeling whale meat • Design a pamphlet for whale meat consumer • Analysis of dimensions of whale bodies, perhaps of different ages (mathematics, surface to volume ratios) • Analysis of force required to harpoon a whale with and without modern propellants • Decide and debate on the pros and cons of deciding who should be allowed to harvest whales • Panel of "experts" predicting populations of whales with limited harvest.

21. The following take home exam was based on a mini case in which a 14 week-old puppy that “chews on everything” was found ill in the back yard. Resources for each student: • prepared slide of suspect plant material • list of back yard plants by gardener

22. Submit a memo reporting your findings as a forensics specialist: Provide an identification of the plant material with evidence to support choices: • root, stem, or leaf • dicot or monocot • herbaceous or woody

23. : • Write a short letter to the pet owner advising the family to remove the poisonous plant from their back yard: • Provide a description of the plant as it would look during flowering and be sure to include: • common and scientific name • habitat preference • danger to humans

24. In the 1840’s, Late Blight devastated the potato crop which resulted in mass starvation and forced migration of the human population.

26. Simulation Results: IRELAND 1840’s Cool, wet conditions, no pest management Sporangia from cull pile Infections from volunteers Crop lost before harvest % blight infections sporangia

27. Modern Management: Blight Cast Using 1840 conditions. Result of spraying every 5 days = $278 profit, no tuber loss, 3% foliage loss. sporangia sprays

28. http://www.earthday.net/footprint/index.asp

29. Footprints “I’m glad I don’t live on a 200 acre farm like you, Sam!” teased Sue as the two friends hurried into their Biology class. “Why?” asked Sam, “Weren’t you just complaining about living in your parent’s downtown condo?” “Well, that’s true,” Sue admitted, “But I was thinking about today’s class assignment on sustainability. I bet you have the biggest footprint in the whole class.” Much to Sue’s surprise, Sam didn’t look all that concerned. He held out his hand and replied confidently, “I’ll take that bet!”

30. Questions from Footprint Quiz • Food: amount of meat, how much food is local • Goods: how much waste is produced • Shelter: size of home, number of people, availability of water and electricity • Mobility: kinds of transportation, car pooling, air time, fuel efficiency

31. The Results Sue Sam

32. Agenda • Investigative case based learning (ICBL) • Using cases to meet diverse objectives • The case experience: A Day at the Bay

33. A Day at the Bay Liam and his cousin Solana were enjoying their family reunion at Maryland’s Chesapeake Bay. His Mom explained how the family was descended from oystermen and crabbers, which made both of them curious about how to harvest oysters and crabs from the bay. While waiting in line to purchase tickets for a boat tour of the bay, Solana asked, “Can we go crabbing?” “Can we, Mom?” Liam echoed. “Sorry, kids…” his Mom said with a shrug, “this part of the Bay doesn’t support commercial shell fishing anymore.”

34. The man selling tickets overheard their conversation. “There’s a good bayside sea grass project and blue crab life cycle display at the nature center,” he offered. “If you’d like to know more about the Bay, it’s a great place to learn.” “I’d like to go,” Liam said, ”after we go boating?” “… and flying,” Solana added, watching a seaplane slowly zigzag back and forth across the bay. “Do you think people are sightseeing up there?”

35. Workshop website: http://www.bioquest.org/myplantIT-2008

40. Objective: Remote sensinghttp://mddnr.chesapeakebay.net/eyesonthebay/index.cfm