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What Toxins Do You Live Near?

Grade Focus
Grade 12
Age Level
17
Subject
Computers, Geography, Science
Technology Integration Activity
Digital Ethics, Discovering the Internet, Online Safety, PowerPoint Presentations, Video Productions
Estimated Time of Completion
1 week
Author: Clara AuthenticatedPublicUser Last modified: 03/29/2010

Introduction

The students will investigate and research the concepts of geomedicine.  Students will determine what toxins they and others have been exposed to in their community by using the interactive web map at http://www.esri.com/industries/health/geomedicine/index.html.  They will determine what detrimental effects the toxins have on health.  Their research will be presented in a power point presentation (or a video).

Prerequisite Experience


Students will know how to work in groups, use the internet for research, how to use power point or video equipment and editing.

 

Teacher Prep Time

Teacher will be familiar with the geomedicine site, http://www.esri.com/industries/health/geomedicine/index.html.

Teacher will be familiar with GPS units.

Project

Students will view the TED lecture by Bill Davenhall on Geomedicine.  They will then work in groups to research, create and present a multimedia project that demonstrates understanding of geomedicine.

Assessment/Grading

Rubic for presentation

Time Management Tips

Class 1: The TED lecture is 10 minutes.  After the lecture the students will investigate the map for 30 minutes and the class will discuss their findings.  The students will start to research their toxins on the internet.

Class 2:  The students will go outside to use a GPS unit in order to understand the basic technology behind the map.

Class 3: The students will present their research.

Lesson Plan Details

Engage

Fill out places you have lived on the geomedicine interactive map web site. 

Find out how many toxins you have been exposed to.  Make a list and correlate your age.

Explore

Watch the TED lecture on geomedicine.  Take notes.

 Go outside and use a GPS unit.  Analyze how GPS coordinates are used to make the map of toxins and heart attack risk.

 Use the internet to research the toxins you have been exposed to.  Find out the molecular structure, what ages are most susceptible, how the toxin harms the body (the mechanism), the prognosis for a person exposed. Are there any treaments?  What are they?

 

Explain

Come together as a group and share your findings.  Write a summary of the toxins and the research in a word document for the group.

Elaborate

Each group should pick one toxin (different from other groups) and make a power point presentation to present to the class about the toxin.  Include all of your research - do more research if needed.  Include graphics and fun transitions.  Be creative and smart.  Have 5 questions ready to ask the class after your presentation.

Evaluate

 Teacher will modify lesson as needed for understanding by student.

Teacher observations ongoing.

 

 

 

Components

Group Presentation Rubric

 

Mastery

(16-15)

Acceptable

(14-12)

Unacceptable

(11-0)

 

Content

Shows a complete understanding of the material presented. Provides clear explanations.

Answers class questions with explanations and elaboration.

Shows somewhat of an understanding of the material presented. Provides some explanation.

Answers questions accurately but fails to elaborate.

Shows limited understanding of the presented material. Provides little explanation.

Unable to answer class questions.

 

Organization

Very organized and easy to follow.

Sequential, with strong beginning/middle/end.

Somewhat organized and easy to follow.

Mostly sequential, with an adequate beginning/middle/ end.

Little organization and difficult to follow.

Not always sequential, with a weak beginning/middle/end.

 

Visuals

Supports presentation with appropriate selection of visual aids and technology. Visual aids are clear and easy to interpret. Presentation has no misspellings or grammatical errors.

Supports presentation with reasonable selection of visual aids and technology.

Visual aids are mostly clear and easy to interpret.

Presentation has not more than two misspellings or grammatical errors.

Ineffective use of visual aids and technology.

Visual aids are unclear and difficult to interpret.

Presentation has more than three misspellings or grammatical errors.

 

Participation

All group members are equally involved in the presentation.

One member is noticeably less involved in the presentation.

One member doing most of the presentation, with inconsistent effort by the group as a whole.

 

Length

Within +/- two minutes of the allotted time.

Within +/- three minutes of the allotted time.

Four or more minutes under or over time.

 

Creativity

Very original illustration of the material; presented with freshness and imagination.

Captures the attention of the audience.

Originality apparent; an obvious attempt to show imagination.

Holds the attention and interest of the audience.

Little originality or imagination.

Little attempt to add variety and freshness. Loses audiences attention.

 

Scores

 

 

 

 +4
 

 

Extend

Have your family or  friends use the interactive map to determine their risk of toxins.  Inform the people about the toxins they may have been exposed to.