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Lesson 3-2: Deadly Messengers, cont'd

Page history last edited by mariaelizabethbunn@... 8 years, 10 months ago

 

Time

Engaging the Student (Entry Task) 

Developing the Ideas--Lesson

Checking for Understanding (exit ticket)

Student Handout 
Teacher/Lesson Notes
Materials

1 class period 

 Have students draw a flow chart or make a drawing with what they know about the ecology of mosquitoes. Have them consider:

 

  • Where do mosquitoes breed?
  • What animals eat mosquitoes?
  • In what parts of the day do mosquitoes prefer to come out? 
  1. To help students understand that eradicating mosquitoes can raise sensitive issues, have them research West Nile virus and the issue of mosquito control.
  2. Student teams should fill out the table on the student sheet with at least two arguments for and against each of the six techniques listed in the first column. They can find discussions of the pros and cons by visiting the suggested Web sites, contacting state extension, health, or fish and wildlife agents, or reading articles published in periodicals.
  3.  While still working as a team, have each student complete questions 2–6 on the student sheet.
  4.  Conduct a discussion after the class completes the questions 2–6 on the student sheet:
    • Designate one wall or area of the classroom as “Pro-Spraying” and another wall or area as “Opposed to Spraying.”
    • Students then “vote with their feet” by standing in one of the areas. Standing in the middle and saying “I see both sides” is not permitted.
    • Once students have voted, call on an individual to explain the reasoning behind his or her choice. Other students can ask clarifying questions.
    • Next, call on a student with an opposing view.
    • Continue the discussion, letting students on each side alternatively express their views. Once all views have been shared, ask whether the discussion changed anyone’s thinking and if anyone wants to change his or her vote.
    • See this Teacher's Guide: Assessment Section for answers to the questions and for key discussion points.
    •  Have students write a paragraph stating how they voted and why. Have them support their reasoning based on the team research and class discussion.
    •  Discuss student answers to questions 5 and 6 on the student sheet.

 


  • Computers with internet access for research
 Which of the methods discussed for insect control do you think is the most beneficial?  Why?

 

 

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