Tucker High School STEM Lesson Plan

Week(s) of: 3/2/16Teachers: Todd, Booth,

Greszes

Subjects and Periods: Biology 5, Math 4,

Engineering 2

Project Overview
Topic(s):
Grand Challenge(s)
for Engineering:
Business/Industry
Partners Involved:
Unit/Lesson/Project
Summary:
Standards
Addressed:

Mosquito Population Study

How can we reduce disease carrying mosquito population by 25%
Friends of Kelley Cofer Park and Park Pride
Collaborative learning groups investigate mosquitos and se math to
organize and estimate populations and engineering to design and
fabricate mosquito traps.
Science
SB4. Students will assess the dependence of all
organisms on one another and the flow of energy
and matter within their ecosystems
SCSh3. Students will identify and investigate
problems scientifically.
SB3. Students will derive the relationship
between single-celled and multi-celled organisms
and the increasing complexity of systems.
Engineeri
STEM-FET-6 Apply fundamental principles of the
ng
engineering design process.
6.1 Understand and apply the engineering design
process through project based learning activities.
6.2 Conduct technical research to develop possible
solutions to a stated engineering problem.
STEM-FET-7 Use appropriate technology to
collect, record, manipulate, analyze, and report
data.
STEM-FET-8 Students design a solution to an
engineering problem applying math and science
principles.
8.1 Apply science and mathematics concepts and
principles to resolve plans, projects, processes, issues,
or problems through methods of inquiry.
Mathemat MGSE9-12.A.SSE.3 Choose and produce an equivalent
ics
form of an expression to reveal and explain properties
of the quantity represented by the expression.
MGSE9-12.F.IF.7 Graph functions expressed
algebraically and show key features of the graph both
by hand and by using technology.
MGSE9-12.F.IF.8b Use the properties of exponents to
interpret expressions for exponential functions.
Literature
Other

Enduring
Understanding(s):
Student Learning
Objectives
Essential
Question(s):

Correlation to global issues like the Zika virus to Mosquito-borne

illnesses generated by many species living in our back yards.
Mathematical concepts that are used in estimation and geographical
estimation
What are 2 ways to reduce a mosquito population?
Which 3 types of mosquitoes are most prevalent in Tucker?
What devices can trap mosquitoes for data collection?

Technology:

iPads to conduct research and create graphs, laptops and PowerPoint

to create presentations, Labmates to conduct data collection,
Promethean Board,

Vocabulary:

Bioremediation, metamorphic, larvae, terrestrial reproduction,

population growth, parametric modeling, prototype, scale

Cross-content
Collaboration:

Biology is used to identify and research the problem. Habitats and

reproductive genetics research is being used to identify areas to trap
mosquitos. Math will be used to estimate the mosquito population
through geographic area mapping. In Engineering, students will
design mosquito traps for the different types of mosquito found at
Kelley Cofer Lake to collect data on population size and determine the
need for population reduction.
In May 2015, the Pan American Health Organization (PAHO) issued an
alert regarding the first confirmed Zika virus infection in Brazil. The
outbreak in Brazil led to reports of Guillain-Barr syndrome and
pregnant women giving birth to babies with birth defects and poor
pregnancy outcomes. Since the mosquito that transmits this virus is
moving toward North America the following information should be
kept in mind:
Students will become aware of species diversity, mathematical
correlation to population estimation and creating feasible research
design methods, as well as produce prototypes of mosquito collectors
to place at the lake.

Real World
Connections:

Anticipated
Outcomes:

Content Area:
6-E Lesson Plan
Model
Engagement
(Opening):

Exploration
(Research):

Daily/Weekly Lesson Plan

Teacher:
Lesson Duration:
Teacher Will Do:
Students Will Do:
Show news clips pertaining to
Zika Virus.

Research mosquito-borne illnesses

and correlate them to specific native
populations

Determine feasibility of trapping

and identifying mosquitos at
Kelley Cofer Park.

Identify one specific mosquito per

collaborative group then present
findings for reproductive habits,
gestation, life spans, climate ranges,
proposed trapping methods.

Explanation
(Discussion/Lectur
e):

Will provide broad guidelines for

student centered collaborative
research and presentation.

Students will work in peer groups for

70 minutes, then create and present
a PowerPoint information based on
rubric provided.

eNGINEER (Build
or Design):

Will instruct students on how to

create parametric models in 3D
modeling software and to
operate tools and machinery
safely to build prototypes.
Consolidate trapping methods
and extend curiosity to global
water and insect-related
illnesses.

Students will use 3D modeling

software to design mosquito
collectors and then use their designs
to construct a prototype.

Extension
(Enrichment or
Remediation):

Students will use the engineering

design processes to develop and
build mosquito traps traps will be
fabricated and tested. Students will
monitor traps from April-September.
Work as a team to develop an
evaluation rubric to be used as
individuals, groups and peers.

Evaluation:

Students will be evaluated on

material researched as it
correlates with research
guidelines that were provided.

Closing(s):

Finalize long term plan and sign up for summer monitoring.

Score based on guidelines and student generated rubric.

Homework
Assignments:

Continued research and Presentations

Monitor traps and collect and electronically communicate data

Resources:

CDC, Mega Catch, Insects.org,