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During this Immersion Lesson, Superintendents will explore population dynamics and the H1N1 flu virus and its effect on a population.
 * ==Overview==

Through action and reflection, educators will evaluate the impact of effective technology integration on both teaching and learning. This model lesson stresses the importance of differentiating instruction to meet curricular objectives and will help educators identify best practices for technology integration. || ||

Immersion Session Agenda
1. Review of Purpose 2. Exploration of H1N1 and Population Dynamics 3. Analysis of Statistical Data of H1N1 Across the U.S. 4. Wrap-Up

Review of Purpose and Exploration: Investigating Population Dynamics and the H1N1 Virus
Through this investigation, students explore viruses and their impact on population growth. Students will
 * Watch a short video
 * Research key terms related to human population growth
 * Analyze growth trends in healthy and infected human populations

Standards
This lesson addresses a number of objectives (4.03, 4.04, 5.01, and 5.03) in the North Carolina Standard Course of Study for biology.

Resources
SAS Curriculum Pathways H1N1 Applet: USA Today Create a (Line) Graph

Procedures
1. Watch the H1N1 video.
 * media type="youtube" key="TVLo2CtB3GA" height="364" width="445" ||
 * Alternatives: ||
 * Use @http://keepvid.com/ to download the video as an mp4 file. The video URL is @http://www.youtube.com/watch?v=TVLo2CtB3GA. ||

3. Log in to SAS Curriculum Pathways as a teacher and navigate to resource 871.

4. We will record key vocabulary terms here.

Exponential Growth-

Logistic Growth-

What Limits Population Growth?

6. Use the BioScope to complete the exercises in Parts I-III of the Modified Data & Observations.

Be prepared to participate in a teacher-led discussion to answer the questions below. Through this discussion, we will analyze the data and graphs in order to draw conclusions.

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7. Investigate the spread of H1N1 flu in the U.S. You will be assigned a specific region.

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 * Access H1N1 Applet: USA Today.
 * In a new tab, record your data here: Google Docs: H1N1 Spreadsheet. You and your partner(s) should work together to record the data.
 * Move the date slider to observe the number of flu cases (per million people) reported at each point in time.
 * Create a (Line) Graph for your region. You'll be plotting eleven items (data points).
 * Use weeks for the Item Labels and the number of cases as the Value for each.
 * Below is a sample graph created with this tool. Format yours similarly.

8. Take a snapshot of your graph and place it on your team page by uploading it to the Wiki. Make sure to assign a unique name to your image.

Example Page Bio1Team1 Bio1Team2 Bio1Team3 Bio1Team4 Bio1Team5 Bio1Team6 Bio1Team7 Bio1Team8 Bio1Team9 Bio1Team10

9. Participate in a teacher-led discussion emphasizing the regional trends depicted in the graphs. Be prepared to discuss the following question: What might influence the spread of H1N1 in these regions?