Curricula Modeled on Biodiversity & Vector-Borne Disease

最近重要传染病的重新抬头，导致需要K-12学校课程，创造一个更好的 了解疾病传播动态及其生物学基础。为了制作这些课程，莱姆 疾病和西尼罗河脑炎被选为模型，因为它们的公共卫生意义，因为它们 为理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 这些疾病的中心，并能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 它的教育工作者，（3）有关K-12教师和（4）需要新的教学工具的学校distdcts。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， 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科学教师组成的精选小组合作。 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， 包括探究式教案、教师参考手册和学生科学教材。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， 博物馆将提供和组织标本，供“动手”活动使用。莱姆病和 西尼罗河脑炎将作为探索生物多样性和病媒传播疾病之间相互作用的模型系统 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 经过严格的实地测试和完善，然后才纳入每个地区的正式科学课程。这 包括专业人士对课程发展和学生层面影响的评估。在第二阶段，课程 资源将在区域和国家一级传播。参与的教室将通过电子方式连接， 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 计划将包括在博物馆的实践学习经验，学术研讨会和巡回展览，并将 该项目的特点是生物多样性研究和莱姆/西尼罗河生物医学研究的并列。预计项目活动将 第一阶段有5，850名学生，第二阶段有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;巡回展览将影响每年额外的15万人。

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.