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CSI Dublin: The Hunt for the Irish Potato Killer

Lesson 1: Tracking a Potato Killer: Using Latitude and Longitude to Map the spread of P. infestans

Crops

Crops

Introduction

“Tracking a potato killer” is a lesson designed for students to use latitude and longitude to infer transmission of the plant pathogen (P. infestans), the causal agent of the Irish Potato Famine. In this lesson, students will use the scientific method and inquiry to determine how disease spreads over time and space as a part of the module “CSI Dublin: The Hunt for the Irish Potato Killer.” “CSI Dublin: The Hunt for the Irish Potato Killer” is an integrated project incorporating science concepts of earth science, biology, biotechnology and art to allow students to apply their understandings of epidemiology and plant pathology into the historical context of science and human health. This unit plan would be best used after previous units or discussions on DNA, biotechnology, taxonomy, bacteria, viruses, plants, protists and fungi and immunity, but this is not absolutely necessary.

Learning Outcomes

  • The learner will employ the scientific method to determine processes of disease spread.
  • The learner will evaluate primary sources to make observations.
  • The learner will use latitude and longitude to map data points to infer results.

Curriculum Alignment – National

  • Content Standard A: “As a result of activities in grades 9-12, all students should develop Abilities necessary to do scientific inquiry, understandings about scientific inquiry”
  • Content Standard F: “As a result of activities in grades 9-12, all students should develop understanding of personal and community health, population growth, natural resources, environmental quality, and natural and human-induced hazards.”
  • Content Standard G: “As a result of activities in grades 9-12, all students should develop understanding of science as a human endeavor, nature of scientific knowledge, and historic perspectives”

Curriculum Alignment – State

  • North Carolina Standard Course of Study for Biology, Goal 1
  • North Carolina Standard Course of Study for Biology, Goal 4.03
  • North Carolina Standard Course of Study for Biology, Goal 4.04
  • North Carolina Standard Course of Study for Earth and Environmental Science, Goal 2.05

Classroom Time Required

This lesson requires 30 to 50 minutes of class time. The activity may be finished for homework.
Pre-activity discussion: 5 to 15 minutes depending on student questions.
Student Activity: 20 to 30 minutes depending on student ability levels.
Post-activity discussion: 3 to 5 minutes for recap, putting up materials, etc.

Prior Knowledge/Vocabulary

Students should understand the steps of the scientific method, types of disease spread/diffusion, latitude, longitude, primary resources, pathogen, outbreak, epidemic, pandemic, vector, host. They do not need to know any information about P. infestans or the Great Famine, as they will learn this within the unit plan.

Materials Needed

  • Seven different colored pencils to create a chloropleth map. (Rainbow Colors)
  • Lab Sheet with US map (You may wish to shrink pages 1 and 3 to make a single double-sided lab sheet to save paper.)

Technology Resources

  • Students will not need any special technology resources. Teacher may wish to use an LCD projector with internet connection to introduce the topic of disease and the Irish Potato Famine.

Activities

  • To open the activity, the teacher should brainstorm with students and ask if they have heard of the terms epidemic and pandemic. Hopefully this will illicit responses from students about H1N1 (Swine Flu), Avian Flu, HIV/AIDS, Malaria, Obesity, etc. The teacher should further inquire into “if people and animals can get sick, what about plants?” Ask the students what would be the implications of a massive plant disease outbreak/epidemic/pandemic. (You may wish to clarify the differences between these terms.)
  • The teacher will explain that disease is caused by microorganisms called pathogens. And their spread (diffusion) can be through three processes: Hierarchical, Contagious, and Migrant which is also called relocation diffusion.
  • Using this web page, you will show using flash animation how a particular infection can spread and ask the students what type of diffusion this could be. (See Comments section.) http://www.flashgamecrazy.com/playgame/2390/epidemic.html
  • Using the student laboratory sheet, the teacher will introduce the lab activity. If needed, the teacher may want to briefly review the importance of the steps of the scientific method. Students are encouraged to read the passages silently or to each other in pairs to record observations. (See Modifications section.)
  • Using that information, students should create a hypothesis based upon the information from their observations as well as the pre-lab discussion. Make sure all students have recorded their own unique hypotheses before they begin their mapping. (See Comments section.)
  • Have the students ready their materials and begin to create their maps. Make sure that students understand how to plot points on a map using latitude and longitude. Circulate around the room to ensure students are using the correct colors in their legend and recording their data correctly. (See Modifications section.)
  • Allow students 15 – 20 minutes to work independently on their maps while monitoring their progress.
  • If students finish their maps before the last five minutes of class have them begin the analysis and conclusion questions.
  • In the last remaining minutes of class recap on what they have done and if there are any questions. Students who did not finish in class should complete their map and/or analysis and conclusion questions for homework. Assure students that only their maps will be assessed upon accuracy whereas the rest of their score depends on the thought and quality of their responses. Ensure that all students can complete the assignment. (See comments section.)

Assessment

  • The teacher will score the student responses based upon completion of each step of the scientific method. The student generated map (with the legend completed correctly) should be graded for accuracy and five conclusion questions based upon use of critical thinking skills. An answer key for the map is provided on the supplemental information.

Modifications

  • ELL students may have the passages read to them by the teacher or another student. If the students would rather choose to make their observations via drawings, this would be acceptable instead of written responses.
  • When working with students with physical disabilities, the map may be generated using an online program such as Online Map Creators: http://www.aquarius.geomar.de/omc_intro.html

Extensions

  • Topics: Geography, Earth Science, Epidemiology, and Mathematics, AP Human Geography
  • Students can calculate rate of spread of P. infestans with their maps.
  • Students may wish to create other maps of disease spread over time and space. Data points are available through the CDC at http://www.cdc.gov/nchs/Default.htm
  • Other extension activities are found in the Supplemental information document.

Websites

Comments

  • It is important that the teacher does not allow students to acquire the misconception that plant diseases are spread through direct interaction of plants like most human and animal diseases. Employ the students to think about if plants cannot move place to place, how can they transmit diseases, or how do they sexually reproduce? What is the role of human interaction in the transmission of plant diseases?
  • It is important for students to understand the importance of observations in formulating a hypothesis. Teachers should foster the creative and unique thought process that the hypothesis requires and emphasize that there is no “right or wrong” answer, only supported or not supported.
  • Some students may not have access to colored pencils at home. Encourage students to stop by at the end of the school day (or other convenient time for student and teacher) to get these materials.

Sources/Credits

  • Map courtesy of the Atlantic Basin from the National Weather Service and NOAA.
  • Data Points: (Observation articles are cited directly on the student paper.) o United States. Report of the Commissioner of Patents. Review of Principal Crops. Washington: Office of Printers to House of Representatives, 1843-1850. o Bourke, P. M. “Emergence of Potato Blight, 1843-46” Nature magazine August 22, 1964 No 4947 pages 805-808
  • Epidemic: The Game. Flashgamecrazy © Copyright 2008 - 2009. All Rights Reserved.
  • Online Map Creators ©1996 - 2006 Martin Weinelt