Recent Changes

of you workworking as a
{Hooked on Hookworms Rubric.doc}
{Peer Review.doc}

Microbe Magazine: Hookworm as a Cure? This site will give you a scientific look at how hookworms can help us.
Hookworms and asthma This is an article about the link between hookworms and asthma.
about how hookwormhookworms work inside
Immune System Therapies This site will give you some details into how a person would go about getting hookworms.
New York Times Article This article will tell you the controversial story behind this worm.

Hookworms have long been a parasite inside the human body. Ever since the creation of the out-house, however, the worms have been struggling for their place in our bodies. How could these worms have been inside our body so long and yet humans not only survived, but flourished? Could there be a mutualistic relationship between the hookworms and the human body?
of these parasite,parasites, but that
In the early 2000s, an entrepreneur developed a treatment where one could give him or herself hookworms in order to stop their chronic or seasonal allergies. This, however, was an unproven treatment in the United States and the FDA shut him down. The battle is still going on for the people that want this treatment.
{allergic-rhinitis.gif} Hay-fever inside your nose (http://www.celtnet.org.uk/medicine/hay_fever.html)

http://www.uthscsa.edu/micro/careers.asp
http://ajrccm.atsjournals.org/cgi/content/abstract/168/3/313
http://itsjustrer.blogspot.com/2009/09/student-teaching.html

The students must collectively write a 3 page paper together summarizing what they found. The participation will be assessed based on the peer review part of the rubric. This paper will be handed in with the notes.
The students will present their projects on the last day of the time-line and each student should take a turn speaking about his or her role in the project. Group presentations should only take about 5-6 minutes. After the presentation is over, invite the class to ask questions about their decision.
{o_apple_worm.jpg} Note: This is NOT a Hookworm. (http://itsjustrer.blogspot.com/2009/09/student-teaching.html)

13B:Students who meet the standard know and apply concepts that describe the interaction between science, technology, and society.
Analyze scientific breakthroughs in terms of societal and technological effects, citing how beliefs and attitudes influence advances, examining global distribution of energy, natural or fiscal resources, or evaluating how scientific advances from different cultures are received.
Time-line:
Day One: Introduce the topic and the story of the hookworm. Assign the students into groups and make sure they all known which role they will be playing in the project.
Day Two: Give the students time to do the research they need to do in order to fill out the notes sheets they have been given.
Day Three: Give the students time to put together their presentations and papers. Use Google docs so that the students can all edit the document. They should know how to use this program by now.
Day Four: Students will present their findings and hand in their report. It would work best if the students had the weekend to work on their paper instead of just one night.
Notes for Teacher:
Make sure that each group member has a clearly defined role. As much as students might be interested in all of the roles, they can not play each one. Every student must participate and have a distinct role.
Each student will be given a notes sheet pertaining to their role. Those note sheets can be found on the Process page of this web quest. Each student must fill out their notes sheet individually. The student can hand the notes sheet in with handwriting on it, or a typed page.
The students must collectively write a 3 page paper together summarizing what they found. The participation will be assessed based on the peer review part of the rubric. This paper will be handed in with the notes.
The students will present their projects on the last day of the time-line and each student should take a turn speaking about his or her role in the project. Group presentations should only take about 5-6 minutes. After the presentation is over, invite the class to ask questions about their decision.

Apply scientific inquiries or technological designs to explain biochemical reactions, diagramming metabolic, hormonal, regulatory, feedback or transport molecular models in and between organ systems, explaining homeostasis, or tracing the balance of cellular ATP.
Apply scientific inquiries or technological designs to explain new biological technologies, projecting possible implications of current research (e.g., Human Genome Project, immune system responses).
5. ApplyApply scientific inquiries treat diseases.
12B:Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment.
Apply scientific inquiries or technological design to research the sustainability of water resources, sketching and quantifying the hydrologic cycle locally and globally, describing the role of oceans on climatic systems, describing the impact of invasive organisms, alterations of chemical and microbial concentrations (pollutants, salinity), global and site average temperatures, simulating water supply recharge/deficit/surplus and groundwater infiltration, modeling effects of point source and non-point source pollution, or explaining water and sewage treatment.
13B:Students who meet the standard know and apply concepts that describe the interaction between science, technology, and society.
Analyze scientific breakthroughs in terms of societal and technological effects, citing how beliefs and attitudes influence advances, examining global distribution of energy, natural or fiscal resources, or evaluating how scientific advances from different cultures are received.

Targeted Learners:
This activity is best suited for high school seniors who are interested in science. For that reason, this lesson would be best suited for a Biology II class or an AP Biology class.
Because this project has a lot of different aspects in it, this web quest could fit into a few different units. The best units for this project would probably be an in depth ecosystems unit where the students focus on how organisms affect one another, and an in depth human body unit where the students focus on blood cell types and how they react to pathogens.
Standards:
11A:Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry.
Conduct issue investigation (following all procedural and safety precautions), using appropriate technologies, interviewing associated entities or experts, testing applicable simulation models, or completing all data collection requirements.
Interpret and analyze results to produce findings and issue resolution options, evaluating data sets and trends to explore unexpected responses and data distractors, evaluating validity and reliability, or substantiating basis of inferences, deductions, and perceptions.
Report, display and defend the process and findings of issue investigation, critiquing findings by self and peer review, generating further questions or issues for consideration, evaluating comparable issue resolutions or responses for action, or generalizing public opinion responses.
12A:Students who meet the standard know and apply concepts that explain how living things function, adapt, and change.
Apply scientific inquiries or technological designs to explain biochemical reactions, diagramming metabolic, hormonal, regulatory, feedback or transport molecular models in and between organ systems, explaining homeostasis, or tracing the balance of cellular ATP.
Apply scientific inquiries or technological designs to explain new biological technologies, projecting possible implications of current research (e.g., Human Genome Project, immune system responses).
5. Apply scientific inquiries or technological designs to explain disease from the organelle-to-population levels, explaining body defenses to infectious disease in various organisms, or researching historic and on-going efforts to prevent, cure or treat diseases.