curricula modeled on biodiversity & vector-borne disease

这个子项目是许多研究子项目中利用 资源由NIH/NCRR资助的中心拨款提供。子项目和 调查员(PI)可能从NIH的另一个来源获得了主要资金， 并因此可以在其他清晰的条目中表示。列出的机构是 该中心不一定是调查人员的机构。 最近重要传染病的死灰复燃导致了对K-12学校课程的需求，这些课程创造了更好的 了解疾病传播动力学及其生物学基础。为了制作这些课程，莱姆 疾病和西尼罗河脑炎之所以被选为模型，是因为它们具有公共卫生意义，因为它们 为了解更广泛的生物学关系提供了一个窗口，最后，因为耶鲁大学是一个主要的研究 中心为这些疾病，并可以提供科学权威的课程内容。以疾病为基础的课程项目 将使(1)政府和学术研究机构、(2)皮博迪博物馆和 它的教育人员，(3)关注K-12教师和(4)学校需要新的教学工具。在第一阶段， 来自耶鲁大学医学院和康涅狄格州农业实验站的研究人员与 皮博迪博物馆的教育工作者将与来自三个城市公立学区的十名精选的科学教师合作。 在博物馆教育工作者的后勤和材料支持下，这些教师将设计课程资源，以 包括基于探究的教案、教师参考手册和学生科学工具包。研究人员将提供专业知识 和技术援助，致力于该项目的研究生将更直接地协助开发和 实施阶段，博物馆将为“动手”活动提供和组织标本。莱姆病和 西尼罗河脑炎将作为探索生物多样性和媒介传播疾病之间相互作用的模式系统 在国家科学教学标准提供的指导范式下。教师设计的资源将 在融入每个学区的正式科学课程之前，要经过严格的实地测试和改进。这 包括由专业人士在课程开发和学生层面的影响方面进行评估。在第二阶段，课程 资源将在区域和国家范围内传播。参与的教室将以电子方式连接，以便 通过博物馆的视频会议设施讨论和比较研究项目的数据。公共教育 活动将包括在博物馆的实践学习体验，学术研讨会，以及巡回展览和将 将莱姆河/西尼罗河上的生物多样性研究和生物医学研究并列。预计项目活动将 第一阶段5,850名学生和第二阶段11,400名学生。博物馆活动每年将影响4,000名游客 皮博迪博物馆；巡回展览每年将影响额外的15万人。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. The recent resurgence of important infectious diseases has led to a need for K-12 school curricula that create a better understanding of disease transmission dynamics and their biological underpinnings. To produce these curricula, Lyme disease and West Nile encephalitis were selected as models because of their public health significance, because they provide a window for understanding broader biological relationships, and, finally, because Yale University is a major research center for these diseases and can provide scientifically authoritative curriculum content. A disease-based curriculum project will enable a natural partnership between (1) government and academic research institutions, (2) the Peabody museum and its educational staff, (3) concerned K-12 teachers and (4) school distdcts in need of new teaching tools. In Phase I, investigators from the Yale University School of Medicine and the Connecticut Agricultural Experiment Station together with Peabody Museum educators will work with a select group of ten science teachers from three urban public school districts. With logistic and materials support from the museum educators, these teachers will design the curriculum resources to include inquiry-based lesson plans, teacher reference manual, and student science kits. Researchers will provide expertise and technical assistance, graduate students dedicated to the project will assist more directly in the development and implementation phases, and the museum will provide and organize specimens for 'hands-on' activities. Lyme disease and West Nile encephalitis will serve as model systems for exploring interactions between biodiversity and vector-borne disease under the guiding paradigms provided by national standards for science teaching. The teacher-designed resources will undergo rigorous field testing and refinement before integration into the formal science curriculum in each district. This includes evaluation by professionals in curriculum development and student level impact. In Phase II, the curriculum resources will be disseminated regionally and nationally. Participating classrooms will be connected electronically for discussion and comparison of data from research projects via the museum's videoconference facility. Public education initiatives will include hands-on learning experiences at the museum, academic symposia, and a traveling exhibit and will feature the juxtaposition of biodiversity studies and biomedical research on Lyme/West Nile. Project activities are expected to reach 5,850 students dudng Phase I and 11,400 students in Phase II. Museum activities will impact annually 4,000 visitors at the Peabody Museum; the traveling exhibit will impact an additional 150,000 each year.