doodooli

Document-based Case Studies
Summer 2013
Who’s Afraid of the Big Bad Wolf?
Laurie McGhee, Colfax-Mingo High School
Scott Moore, Ankeny High School
JaToria Washington-Ellis, Booker T. Washington High School
Genetically Modified Organisms in Our Food
Jeff Fox, Perry High School
Carol Harrison, Booker T. Washington High School
Shelly Vanyo, Boone High School
Ban Glyphosate Products Or Not?
Jason Aker, Baxter Community School
One Fish, Two Fish…How Would You Choose Fish?
Marc Benedict, Graettinger-Terril High School
Bee Population Decline
Chris Dyer, Shenandoah High School
Shelbyville gets a Nuclear Power Plant
Jamey Smith, Central Lee High School
Marc Pederson, WDM – Valley High School
Nick Hayes, Cedar Rapids – John F. Kennedy High School
Josh Mangler, Dallas Center-Grimes High School
Sophia Carlson v. Dilly Dally Diver
Kent Muyskens, Panorama CSD
Lindsay Kasuga, Des Moines – Central Academy
Sakinah Haque, Coralville – West High School
Should Cell Phones be Banned?
Dave Millis, Edgewood-Colesburg CSD
What’s Making Trevor Sick?
Retha Prescod, Atlantic Community High School
Kristen Turner, Estherville Lincoln Central
Who’s Afraid of the
Big Bad Wolf?
A Document Based Case Study
By Laurie McGhee, Scott Moore, & JaToria Washington-Ellis
Summer 2013
Instructions
This activity has been designed to engage you in thinking and analyzing a realistic situation. Your beliefs
and life experiences are very important, however for this task your analysis needs to be based
solely on the facts presented in the following documents.
You are responsible for reading and analyzing each of the attached documents. Record the strengths and
weaknesses of the documents on the Document Analysis sheet provided. Once you have read and filled
out the chart for each of the documents you will summarize your recommendation in a short letter to
your fellow city council members and the public. Again, you must use evidence from the documents to
support your recommendation.
Scenario
Sparky is a half-dog, half-wolf hybrid (sometimes known as a wolfdog) that lives within the city limits
with a family of four. He continuously gets out of the yard by digging out of his outdoor kennel and
running loose through the neighborhood. The last time he got out, Sparky was caught and detained by
the local animal shelter. Because of safety concerns over his breed, the shelter was going to euthanize the
dog, but later decided to send the dog to a rescue facility outside of the city. The family wants Sparky to
come home, but there are some citizens that want the dog to remain outside the city limits.
Your role: You are a member of the city council and must decide Sparky’s fate. You have been assigned
the task of creating a one page report to present to your fellow city council members and the public with
your recommendation on whether Sparky, and dogs like him, should be allowed to come home or must
stay outside of city limits.
Question
Is Sparky a risk to his community?
A
Applied Animal Behaviour Science, Volume 114, Issues 3-4, 1 December 2008, Pages 441-460
Breed differences in canine aggression
Deborah L. Duffya, Yuying Hsub, James A. Serpella
aSchool of Veterinary Medicine, University of Pennsylvania
bNational Taiwan Normal University
Summary
BACKGROUND
Canine aggression presents serious public health, economic and animal welfare concerns. Recent reports from
the Centers for Disease Control and Prevention and the National Institute of Health estimate that hospital
emergency rooms treat over 800,000 dog bite injuries per year in the USA, nearly half of which involve
children under the age of 15 years. Dog bite statistics are potentially misleading for several reasons. For
example, most dog bites go unreported unless medical attention is sought (which may be more likely with larger
breeds that have the ability to inflict more serious injury).
METHODS
The present study surveyed the owners of more than 30 breeds of dogs using the Canine Behavioral Assessment
and Research Questionnaire (C- BARQ), a reliable method for assessing dogs’ typical responses to different
situations. Significant results were yielded by analyzing 1,553 complete American Kennel Club verified owner
questionnaires and 8,260 complete online questionnaires available on the University of Pennsylvania website.
RESULTS
The Dachshund, Chihuahua, and Jack Russell Terrier scored high for aggression towards strangers, dogs, and
owners. Other breeds, such Atikas, Siberian Huskies, and Pit Bull Terriers scored high for aggression towards
unfamiliar dogs. Golden Retrievers, Labradors Retrievers, Bernese Mountain Dogs, Brittany Spaniels,
Greyhounds and Whippets were the least aggressive toward both humans and dogs.
CONCLUSIONS
In general, the highest rates of human- directed aggression were found in smaller breeds whose
aggression is probably easier to tolerate and don’t require medical attention. In the small number of
larger breed dogs, aggression was generally directed towards unfamiliar dogs in their territory.
B
Animal Welfare Information Center, Division of U.S. Department of Agriculture, 2010.
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Joni Beach @JoniGRL5
Help!! Max, my 7 month old wolf hybrid puppy, is driving me insane. He
Password
is the cutest thing ever yet he is soo destructive! He won’t stop using my
shoes as chew toys
Eric Glover @G-Lover22
I luv my dog White Fang… His is an Artic wolf/Siberian husky hybrid. He is
the sweetest guy you could ever imagine. My little sister (who is 8) likes to
use him as a pillow!
Lanisa Jade @LaNiSa
I live alone and I was seriously thinking about getting a dog. I don’t want
a little lap dog but something that will scare off an intruder. I think a wolf
dog will do the trick
Lucy Borchardt @ LucyB13
Dakota is my 3year old husky/gray wolf mix. She loves people, yet is very
protective of her family. This hybrid is TOTALLY misunderstood.
Brock Devaun @ BAD_15
©
2013 Twitter About Help Terms Privacy
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Advertisers Businesses Media Developers
I met Charlie my Siberian husky/Timber wolf mix at a homeless shelter. He
did not like mixing and playing with people in his first few months. He is
still a work in progress… I love him still.
D
Dogs Rated “Most Likely to be Aggressive”
by Veterinarians
PetMD Survey of over 4,800 Board Certified Veterinarians located in all 50 states, 2010.
Dog Breed
Percentage of
Vets that Agree
Dog Breed
94.4%
German Shepherd
90.1%
Jack Russell Terrier
92.7%
Dachshund
87.8%
Siberian Husky
85.3%
92.5%
Akita
Rottweiler
85.1%
91.6%
Chihuahua
American Pitbull
90.2%
Miniature Pinscher
Percentage of
Vets that Agree
81.1%
Lhasa Apso
pictures courtesy of The American Kennel Club
Paw Pals Veterinary Hospital
and Clinic
E
1301 US Route 6
Spring Valley, Illinois, 61362
Phone: 815-664-4616
Fax: 815-663-1228
Email: pawpalsvetsv@gmail.com
Dear Ben and Caroline,
Welcome to Paw Pals Veterinary Clinic! Congratulations on your newest
addition to your family. We at “Paw Pals” look forward to serving you and
your new puppy “Sparky”.
I wish to give you the best veterinary experience possible for your pet. The four things we try to deliver to
each and every one of our clients is compassion, trust, education and quality medicine. As requested, here
is the behavioral information on wolf-dog hybrids. Keep in mind that each dog is unique and no dog will
fit all the characteristics described below.
Wolf-dog hybrids can be quite skittish and do not respond well to inanimate objects, fast motion, loud
noises or new people. They require much patience. Training is not for the weak or timid. Hybrids require
firm, consistent training and ample space to roam. If there’s something you find foul or offensive smelling,
you can bet your wolf dog hybrid will roll happily in it and coat itself in the funk! It is not until a wolf
hybrid is about 18 months of age that it will begin showing signs of the wolf. Wolves younger than 18
months of age are adolescents; they are playful and adaptable. They take directions readily and can bond
easily with other species. Young wolves act like the common dog, as they have not developed into
maturity. As a wolf grows out of adolescence, its hormonal system reaches maturity and it will begin to
exhibit all the typical behaviors of the wolf. This can cause problems, as the dog wants to maintain its
territory and can become very protective, even aggressive, towards other dogs or strangers.
I hope this information was beneficial to you and your family. Remember we offer many services
including grooming, obedience classes by licensed professionals and short/long term boarding. We are
here if you need us.
Sincerely,
Steve Dullard DVM, DABVP (Canine and Feline Practice)
Chief of Staff and a pet owner
F
Gray Wolf (purebred)
Siberian Husky (purebred)
Canis lupus
Canis lupus familiaris
Most recent ancestor of all domestic dogs
0.8% genetic difference from Gray Wolf
Wolf Hybrid (50/50 ratio)
0.3% genetic difference from Gray Wolf
Teaching Notes for:
Laurie McGhee, Scott Moore, & JaToria Washington-Ellis
Intended Audience
National, State, Local
Standards Addressed by
this task
Implementation
Considerations and PreRequired Knowledge
Time Required
Check all that apply…
Check all that apply…
th
 general science
 biology
 9 grade
☐ general audience
th
☐ earth science
☐ chemistry
 10 grade
☐ advanced audience
th
☐ physics/phys sci
☐ biotechnology
☐ 11 grade
th

environmental
science
☐ 12 grade
st
Iowa Core Curriculum: English Language Arts & 21 Century Skills Grades 9-12
 Cite specific textual evidence to support analysis of science and technical texts, attending to
the precise details of explanations or descriptions.
 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction
of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 Compare and contrast findings presented in a text to those from other sources (including
their own experiments), noting when the findings support or contradict previous
explanations or accounts.
 Use Think critically and logically to make the relationships between evidence and
explanations.
 Recognize and analyze alternative explanations and predictions.
 Identify questions and concepts that guide scientific investigations.
This performance task can be implemented at the beginning of the school year to help introduce
students to critical thinking skills and document-based case studies. It can also be implemented
towards the end of a unit based on Genetics and/or DNA. It can be referenced when covering
speciation later in the year.
The students should have basic knowledge of how traits are inherited from parents and the term
hybrid.
45 minutes – 90 minutes
1.
Teaching Methods &
Classroom Procedures
Example of a Model
product
Lesson Extension Activities
Related Background
Information and Other
Resources
Students should be in groups of 2-3 and the classroom should be organized so that the
groups of students can analyze the documents together and discuss.
2. Go over the Instructions and Scenario as a class first and then divide students into groups; or
divide students into groups and then go over Instructions and Scenario.
3. Pass out all documents, document analysis sheet, critical thinking skills list/cards, and rubric.
a. It is up to the teacher to decide whether to use the critical thinking skills list/cards.
4. As students read, analyze, and discuss the documents the teacher should be moving around
to different groups. The teacher should ask questions to help struggling students or to help
guide students into better analyzing the documents.
Each group will fill out the Document Analysis page as they read analyzing each document’s strengths
and weaknesses.
The groups will also write a short letter to their fellow city council members and the public explaining
their decision on whether Sparky should be allowed to stay in city-limits or not.
The case study can be revisited during genetics and DNA analysis.
The Humane Society: http://www.humanesociety.org/animals/dogs/tips/aggression.html
ASPCA: http://www.aspca.org/pet-care/virtual-pet-behaviorist/dog-behavior/aggression-dogs
Wolf Sanctuary: http://www.wildspiritwolfsanctuary.org
Genetically Modified
Organisms in Our Food
Document-based Case Study
By Jeff Fox, Carol Harrison, & Shelly Vanyo
Summer 2013
INSTRUCTIONS
You are about to work on a task designed to strengthen your skills in critical thinking, analytical reasoning, problem
solving and written communication. You will work in a small group as you complete this task, but the final product will
be your responsibility to complete individually.
This performance task contains a series of documents that include a range of information sources. The first part of this
task is to analyze and evaluate this information; you will be given a matrix to organize your ideas. Second, you will be
preparing a written response to share the conclusion of your analysis.
While your personal values and experiences are important, you should base your written conclusion on the evidence
provided in the attached documents and you should make explicit references to the evidence that supports your position.
Feel free to write directly on the response sheets located in the back of the booklet or to take the booklet apart in order to
help you prepare your response.
SCENARIO
You are the marketing and public relations manager for ChipWay Foods, a national chain with an emphasis on affordable
and healthy snack chips. The mission statement of ChipWay Foods is to provide affordable, healthy great tasting
chips. The target consumers are people who want an affordable, snack chip, which is healthy and good tasting.
The ChipWay brand makes many different types of chips such as potato chips, corn chips, puffs, rice chips, and wheat
chips. Chips account for 35% of snack food sales nationwide and ChipWay Foods is the major producer in Iowa. Third
generation CEO William Wheatley takes great pride in the array of snack chips the company produces and the hefty
profit margins. Three years ago as a cost-saving method, ChipWay Foods began using genetically modified ingredients in
their production. ChipWay Foods does not list these genetically modified ingredients on their label.
Recently a public controversy has arisen regarding alleged health dangers associated with genetically modified
products, the same products our chips contain. William Wheatley is concerned about the perceived threat to the health
of our consumers and increased production costs if genetically modified ingredients can no longer be used. He wants to
have a proactive plan on the role these ingredients can continue to play in ChipWay Foods. As the marketing and public
relations manager, it is your job to look into this issue and decide how best to deter these rumors allowing both
consumer confidence and sales of our products to continue. Mr. Wheatley has provided you with documents for
consideration.
William Wheatley, CEO ChipWay
ChipWay Foods
Administrative Office
555 Chips Ahoy Drive
Des Moines, IA 90210
wwheat@chipway.com
July 22, 2013
Charlie Cornfield, General Manager
ChipWay Foods
Marketing and Public Relations Division
555 Chips Ahoy Drive
Des Moines, IA 90210
cornfield@chipway.com
Mr. Cornfield,
As you are aware, it is ChipWay Foods goal to increase our international market holdings by 42% during this
fiscal year. In order to do this, consumers must be assured that our chips are of the best quality. In light of the
current economic concerns, our products must also be cost effective and sustainable. We began utilizing
genetically modified products (GMO) in our chips two years ago as a cost saving and sustainability step. These
changes have allowed us to keep our prices down and profits up. Unfortunately, the media has recently begun
showcasing GMO’s as being unsafe and posing a health risk. We simply cannot afford to receive negative
publicity towards ingredients in our products. We must be proactive and research GMO’s in order to determine
if we will continue their use. I have compiled the top 6 sources of information regarding GMO’s and their
safety. We must decide now whether we are going to continue to use GMO’s or find alternative sources for our
ingredients’.
Your task is to review each source, deciding whether the author supports or refutes GMO use/safety and have
specific evidence to support this view from the source. I then need you to rank the Pro & Con articles based on
your view of their relevance to our decision. Finally, you will need to prepare a written response detailing the
above-mentioned pieces of evidence and offer your directive regarding ChipWay’s use of GMO’s. I appreciate
your willingness to assist ChipWay foods in maintaining our status as the #1 leading family chip.
Sincerely,
William Wheatley
Mr. William Wheatley, CEO
November 22, 2012
1. What is genetic engineering?
Genetic engineering is the name for certain methods that scientists use to introduce new traits or characteristics to an organism. While these
technique are sometimes referred to as "genetic modification," FDA considers “genetic engineering” to be the more precise term. Food and food
ingredients from genetically engineered plants were introduced into our food supply in the 1990s.
2. Are foods from genetically engineered plants regulated by FDA?
Yes. FDA regulates the safety of foods and food products from plant sources including food from genetically engineered plants. FDA has set up a
voluntary consultation process to engage with the developers of genetically engineered plants to help ensure the safety of food from these products.
FDA regulates genetically engineered animals in a different way. View more information on how FDA evaluates GE animals.
3. Are foods from genetically engineered plants safe?
Foods from genetically engineered plants must meet the same requirements, including safety requirements, as foods from traditionally bred plants.
Foods from genetically engineered plants intended to be grown in the United States that have been evaluated by FDA through the consultation
process have not gone on the market until the FDA’s questions about the safety of such products have been resolved.
4. How is the safety of food from a genetically engineered plant evaluated?
Evaluating the safety of food from a genetically engineered plant is a comprehensive process that includes several steps. Generally, the developer
identifies the distinguishing attributes of new genetic traits and assesses whether any new material that a person consumed in food made from the
genetically engineered plants could be toxic or allergenic. The developer also compares the levels of nutrients in the new genetically engineered
plant to traditionally bred plants. This typically includes such nutrients as fiber, protein, fat, vitamins, and minerals. The developer includes this
information in a safety assessment, which FDA’s Biotechnology Evaluation Team then evaluates for safety and compliance with the law.
FDA teams of scientists knowledgeable in genetic engineering, toxicology, chemistry, nutrition, and other scientific areas as needed carefully
evaluate the safety assessments taking into account relevant data and information.
FDA considers a consultation to be complete only when its team of scientists are satisfied with the developer’s safety assessment and have no
further questions regarding safety or regulatory issues. Please see http://www.fda.gov/bioconinventory for a list of completed consultations.
5. Which foods are made from genetically engineered plants?
The majority of genetically engineered plants - corn, canola, soybean, and cotton - are typically used to make ingredients that are then used in other
food products. Such ingredients include cornstarch in soups and sauces, corn syrup as a general purpose sweetener, and cottonseed oil, canola oil,
and soybean oil in mayonnaise, salad dressings, cereals, breads, and snack foods.
6. Are foods from genetically engineered plants less nutritious than comparable foods?
Nutritional assessments for foods from genetically engineered plants that have been evaluated by FDA through the consultation process have
shown that such foods are generally as nutritious as foods from comparable traditionally bred plants.
7. Are foods from genetically engineered plants more likely to (1) cause an allergic reaction
or (2) be toxic?
The foods we have evaluated through the consultation process have not been more likely to cause an allergic or toxic reaction than foods from
traditionally bred plants. When new genetic traits are introduced into plants, the developer evaluates whether any new material could be (1)
allergenic or (2) toxic if consumed in foods made from the genetically engineered plants or from ingredients derived from these plants.
8. Are there long-term health effects of foods from genetically engineered plants?
When evaluating the safety of food from genetically engineered plants, scientists with experience in assessing the long-term safety of food and food
ingredients consider several factors, such as information about the long-term safety of the food from traditionally bred crops in combination with
information on the food safety of the newly introduced traits. Foods from genetically engineered plants that have been evaluated by FDA through
the consultation process have not gone on the market until the FDA’s questions about the safety of such products have been resolved.
Lauren Williams
M
To:
E
M
O
R
A
N
D
U
M
Professor Meneses
From: Lauren Williams L & CS
RE:
How GMOs Affect our Lives
Date: June 12, 2013
In recent years, genetically modified organisms (GMOs) have replaced our diet with genetically altered foods, which have
adversely affected human health as well as local communities. Being resistant to pesticides, GMOs are created by splicing
genes of different species that are combined through genetic engineering (GE), something that is impossible to do in
nature (The Non-GMO Project). Most of the time, we do not even realize that we are eating these harmful toxins as they
are infused in our food without our knowledge (Label GMOs). Larger corporations, however, choose to use genetically
modified seeds, make larger profits with less time and effort involved. Choosing to buy local organic foods over crops
that contain genetically modified organisms can help you stay healthy.
Since corn can be manipulated and injected into virtually any food product, the thought of GM corn is scariest of all. The
US and Canada are the only countries which do not require GMO labeling. This means that we are consuming even more
GMOs than we know. Some foods that we ingest on a daily basis that contain GM ingredients are dairy products with
food additives such as enzymes and flavorings, causing life-threatening allergies, which can be contributed to increased
GMO intake. Already 37 people have died from side effects of GMOs, 1,500 are partially paralyzed and 5,000 were
temporarily handicapped (Smith, “Genetic Roulette” 258). These numbers do not include the number of children that have
been born with birth defects associated with the chemical, glyphosate. This chemical alone can cause infertility, stillbirths,
miscarriages and cancers (The Ecologist). Researchers found that glyphosate “caused malformations in frog and chicken
embryos that were similar to human birth defects found in GM soy-producing areas. In particular, the researchers found
malformations of the head and cyclopia (where a single eye is present in the centre of the forehead)” (The Ecologist).
Essentially, GMOs could cause babies to be born as the one-eyed monsters we read about in fairytales. Seeing that
GMO’s have only been deemed “safe” for human consumption for a little over 15 years and there have been no long-term
studies performed on humans, the changes in animal fetuses mirror the growth of human babies. With prolonged exposure
to GMOs the data concerning the side effects is only to increase as we continue to eat GMOs without considered the
effects they can have on our bodies and procreation of future generations. Meat, eggs, honey, and pollen in the air contain
traces of GM materials (Smith, “Genetic Roulette” 258). The harsh reality is that even if we are conscious about what we
eat and try to stay away from processed foods, even the air we breathe contains GMOs! There are health risks associated
with these types of foods. Although GMOs were only introduced in 1996, the side effects can already be seen: there have
been increased allergic reactions, antibiotic resistant bacteria and other toxic hazards (Safe Food). While these side effects
of GMOs may seem minuscule in the grand scheme of things, the lasting affects can be much more drastic.
1234 No Gmo Drive
Concerned, IA 51234 Country
Phone: 555-555-5555
Email: DrLauraNoGMO@yahoo.com
Fax: 555-555-5556
Source: www.PeelTheOrange.com
A gene is introduced into a GM plant resulting
In the formation of a new protein.
Gene Source: Is the source organism for the new gene known
to cause allergies?
Yes
No
Sequence Comparison: Is the amino acid sequence of the new protein
Similar to any known allergies?
Yes
Yes
No
No
Blood Serum Test:
Blood Serum Test:
Does the new protein
Does the new protein
react with blood serum
No
react with blood serum
from people who are
from people who are
allergic to the source
allergic to the source
organism?
organism?
Yes
No
Stability During Digestion: Artificial stomach test-Does
Probable
No
the protein break down quickly?
Yes
Animal Testing: Do test animals have allergic reactions
No
allergen
Yes
to the new protein?
Higher
Lower
Likelihood of allergic potential
The Evidence on GMO Safety
Posted on April 28, 2013 by Ramez Naam
The US National Academy of Sciences
This is the premier scientific body in the United States. They have repeatedly found genetically modified food safe, noting
that after billions of meals served, “no adverse health effects attributed to genetic engineering have been documented in
the human population.” They’ve also found that genetically engineered crops are kinder to the environment than nongenetically engineered crops. The National Academy of Science’s 2010 report, Impact of Genetically Engineered Crops on
Farm Sustainability in the United States, found that GM crops planted to date had reduced insecticide use, reduced use of
the most dangerous herbicides, increased the frequency of conservation tillage and no-till farming, reduced carbon
emissions, reduced soil runoffs, and improved soil quality. The report said that, “Generally, GE (GMO) crops have had
fewer adverse effects on the environment than non-GE crops produced conventionally.”
The American Association for the Advancement of Science
This is the largest organization made up of professional scientists in the United States, and also publisher of Science
magazine, one of the two most respected scientific journals in the world. The AAAS says “The science is quite clear: crop
improvement by the modern molecular techniques of biotechnology is safe.”
The American Medical Association
The premier body of physicians in the United States. They have consistently found genetically modified foods as safe to
eat as any other food, stating “there is no scientific justification for special labeling of genetically modified foods”.
The European Commission
Europe is extremely anti-GMO. But even there, the scientific community is clear that genetically modified foods are
safe. The scientific advisor to the European Comission has said “there is no more risk in eating GMO food than eating
conventionally farmed food”. After independent research not funded by any biotech company) said: “The main
conclusion to be drawn from the efforts of more than 130 research projects, covering a period of more than 25 years of
research, and involving more than 500 independent research groups, is that biotechnology, and in particular GMOs, are
not per se more risky than e.g. conventional plant breeding technologies.”
Royal Society of Medicine
England’s top medical society, published a review of all the information about genetically modified foods that concluded,
“Foods derived from GM crops have been consumed by hundreds of millions of people across the world for more than 15
years, with no reported ill effects (or legal cases related to human health), despite many of the consumers coming from
that most litigious of countries, the USA.”
Identification of a Brazil-Nut Allergen in Transgenic
Soybeans
New England Journal of Medicine 1996
ABSTRACT
Background
To improve the nutritional quality of soybeans, genetic engineering was used to introduce
DNA from the Brazil nut plant into the soybean plant. The result was a transgenic strain of
soybeans with higher amounts of the amino acid methionine. The protein added to this
strain of soybeans was a 2S albumin from the Brazil nut. While this protein improved the
amount of methionine in the soybeans, Brazil nuts are a known allergenic food. In this
study the allergenicity of the transgenic soybean was assessed to determine if the transgenic
soybean would cause allergic reactions in people known to be allergic to Brazil nuts.
Methods
Protein was extracted from the following food samples: 1) transgenic soybeans, 2)
nontransgenic soybeans, 3) Brazil nuts, and 4) purified 2S albumin. The proteins from these
four different food samples were tested to determine if they would react with blood,
antibodies, and skin of people with known allergies to Brazil nuts. In first test the blood
serum from four people was tested. In a separate test, the purified antibodies from nine
additional people were tested against the same four proteins. In the final test three people
underwent skin-prick testing with extracts of soybean, transgenic soybean, and Brazil nut
(these test subjects were excluded from the purified 2S albumin test).
Results
On blood tests, all four subjects were allergic to the transgenic soybeans as their antibodies
would bind to protein extracts of transgenic soybean. On purified antibodies test, eight of
the nine subjects antibodies bound to 2S albumin and to proteins of similar molecular
weight in the protein extract of the Brazil nut and the transgenic soybean. On skin-prick
testing, the three subjects had positive reactions to extracts of Brazil nut and transgenic
soybean and negative reactions to soybean extract.
Conclusions
The 2S albumin is probably a major Brazil-nut allergen, and the transgenic soybeans
analyzed in this study contain this protein. Our study shows that an allergen from a food
known to be allergenic can be transferred into another food by genetic engineering.
Teaching Notes for: GMO use in snack chips.
Jeff Fox, Carol Harrison, & Shelly Vanyo
Intended Audience
Check all that apply…
Check all that apply…
th
X☐ 9 grade
X☐ general audience
X☐ general science
X ☐ biology
th
X☐ 10 grade
☐ advanced audience
☐ earth science
☐ chemistry
th
X☐ 11 grade
☐ physics/phys sci
X☐ biotechnology
th
X☐ 12 grade
☐ environmental science
National, State, Local
Iowa Core Curriculum
Standards Addressed by
 Think critically and logically to make the relationships between evidence and explanations.
this task
 Recognize and analyze alternative explanations and predictions.
 Communicate and defend scientific procedures and explanations.
 Understand and apply knowledge of the cell.
 Understand current social issues to determine how the individual is able to formulate
opinions and respond to those issues.
Next Generation Science Standards:
 LS1-2-Develop and use a model to illustrate the hierarchal organization of interacting
systems that provide specific functions within multicellular organisms.
 ETS1-3- Evaluate a solution to a complex real-world problem based on prioritized criteria and
tradeoffs that account for a range of constraints, including cost, safety, reliability, and
aesthetics as well as possible social, cultural, and environmental impacts.
 Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
Implementation
Considerations and PreRequired Knowledge
The students should be familiar with performance tasks and critical thinking skills.
The task will prepare students for making informed decisions and presenting their ideas within a
community business forum.
Time Required
This DBCS will take approximately 90-120 minutes to complete.
Teaching Methods &
Classroom Procedures
Since students will have already completed a scaffolded performance task, this task will be done
independently. If students have not completed a performance task, adjust times to include modeling
and discussion.
1. Students will be divided into groups of 4.
2. Students will be given the performance task, documents, and rubric.
3. Read through instructions, scenario, role, and all documents.
4. Students will be given date to present findings/recommendations to Mr. Wheatley.
5. Student groups will present their letter to the class and offer feedback to other groups.
Example of a Model
product
Lesson Extension Activities
Related Background
Information and Other
Resources
See attached model response.
*****************
Advanced students could investigate other foods which contain a significant amount of GMO and
share information with class or prepare a mock marketing proposal to overcome the public rumors.
Struggling students could prepare a videotaped response to Mr. Wheatley rather than written.
All students could share findings and suggestions with students at other schools using virtual
technology.
Genetically modified organisms: https://en.wikipedia.org/wiki/Genetically_modified_organism
GMO spotlight: http://www.nature.com/scitable/spotlight/gmos-6978241
GMOs and your family: http://www.nongmoproject.org/learn-more/gmos-and-your-family/
Center for food safety: http://www.centerforfoodsafety.org/issues/311/ge-foods/non-gmo-shoppersguide-325/1942/snacks
FAQ on GMO Whole Foods Market:
http://www.wholefoodsmarket.com/about-our-products/product-faq/gmos
Genetically modified food: http://en.wikipedia.org/wiki/Genetically_modified_food
Institute for responsible technology-GMOs in food: http://www.responsibletechnology.org/gmobasics/gmos-in-food
By JASON AKER, BAXTER COMMUNITY SCHOOLS
Summer 2013
Instructions
You are beginning an activity that is designed to assess your skills of critical thinking, reasoning, problem solving and
written communication. You will be asked to take a stance about a specific topic and defend your reason for your
stance. You will prepare a written response to a realistic situation. In this activity you will find a series of documents
that include a wide range of information sources. You should base your written response on the evidence you find in
these documents.
The Scenario
Ms. Crabtree has lived in the Baxter community for 45 years. During that time, many people have come to appreciate
her beautiful gardens. Ms. Crabtree lives just on the edge of town on a property that used to be part of a much larger
farm. Recently, the unfarmed grass surrounding her property that was in the Conservation Reserve Program (CRP)
program has been tilled and planted by the farmer.
As soon as his first crop of Roundup ® ready corn was tall enough, he
had this ground sprayed with a glyphosate based herbicide, Roundup
WeatherMax ®. Unfortunately for Ms. Crabtree and the farmer, drift
from the herbicide, killed her award winning peony collection. Ms.
Crabtree immediately filed a “lawsuit” against the farmer for damages.
Research for her lawsuit led Ms. Crabtree to discover many concerns for
the affects of these products on the health of the environment and to
humans. As a result she also started a full- scale attempt to get all
glyphosate products banned from use in the State of Iowa. For the last
month Ms. Crabtree has continued researching what she believes to be the possible health hazards of glyphosate, she
has “hired” experts to support her claims, and she has solicited environmental groups to support her cause financially.
The Question
In 2002 the State of Iowa has started the Iowa Grass Roots Fund that is a pooled fund with fifteen funding partners. One
of the goals of the Fund is to strengthen and diversify the capacity of the grassroots base of Iowa’s environmental
movement. The Fund awards grants of up to $5,000 to organizations that tackle critical environmental problems in their
communities. You have been hired by the Board of Directors to screen all grant requests before they go to the board.
When a group requests grant money, your task is to research information about their cause and to make
recommendations to the board in regards to the potential success of their efforts. Ms. Crabtree has requested a $5000
grant to start her organization, Iowans Concerned about Farm Spraying Practices (ICFSP) to ban glyphosate product use
in Iowa. In this packet you will find documents that you will review to determine if the Iowa Grass Roots Fund should
consider her grant?
Your task is to write a letter to the board explaining whether or not you feel that Ms. Crabtree’s grant request should be
formally reviewed.
Please include:
1. A short summary about what it is that Ms. Crabtree is requesting.
2. Your official opinion on whether or not Ms. Crabtree’s cause is relevant and has supported evidence in the
documents to be a meaningful and important environmental concern.
3. Specific references to information in the documents that you feel support your opinion.
August 28, 2013
Document A
Mr. Dennis Johnson
President
Iowa Grass Roots Foundation
2934 University Ave.
Des Moines, Iowa 20312
Dear Mr. Johnson,
I have enjoyed our recent discussion at the Botanical Center’s annual fundraising event. I want to thank you for taking
the time to visit with me about the Iowa Grass Roots Foundation and my concerns for the use of poisons such as
glyphosate which cause terrible harm to our Iowa environment and the health of animals and plants as well as our fine
citizens. As you remember from our discussion, I have extensively researched, what I believe to be, all of the available
scientific, medical and relative information as it relates to glyphosate based products, and I feel that I have no choice but
to start a local movement and ultimately work with international movements to ban glyphosate based products from
our farming and gardening practices.
I believe that your foundation is doing amazing work in keeping the grass roots movements alive and active in the State
of Iowa. Without these small groups keeping their “eye” on the government and the big businesses that try to tell us
“what is best for us”, we may just be destroying the future of our environment and the health of humanity. I believe
that your support to my organization, Iowans Concerned about Farm Spraying Practices (ICFSP) will inspire additional
investment from others. Such support for stopping the poisoning of Iowa and its people will have a far-reaching impact.
I thank you for the opportunity to submit the following grant application for your consideration.
If you have any questions or would like to discuss the grant proposal further, please contact me directly at (641) 5551234.
Sincerely,
Marilyn Crabtree
Executive Director ICFSP
Document B
Sustainable Pulse has a very simple plan – to help organizations and companies that support sustainability
all over the world.
Data Shows Link
between Autism
and Glyphosate
Use
April 18, 2013 in Sustainable Agriculture, by AdminShare
A new peer-reviewed scientific review paper has been released in
the US stating that glyphosate-based herbicides such as Roundup
are contributing to gastrointestinal disorders, obesity, diabetes,
heart disease, depression, autism, infertility, cancer and
Alzheimer’s disease. ”For the full study click here.
Document C
How does the herbicide Roundup work?
Roundup® (a trade name used by Monsanto) and other herbicides based
on glyphosate (the generic name) are probably the most commonly applied weed
killers in use today. These herbicides are used by everyone from farmers to foresters to
gardeners to biologists trying to control invasive exotic plants.
Glyphosate-based herbicides all work on the same biochemical principle -- they inhibit a
specific enzyme that plants need in order to grow. The specific enzyme is called EPSP
synthase. Without that enzyme, plants are unable to produce other proteins essential to
growth, so they yellow and die over the course of several days or weeks. A majority of
plants use this same enzyme, so almost all plants succumb to Roundup. Glyphosate
kills plants like antibiotics kill bacteria.
The question of safety is a hard one to answer because there is a lot of polarized and
conflicting information. Here are a few things we can probably say with some certainty:

Given the amount of glyphosate sprayed on the planet every day, it is probably safe to say that glyphosate is not violently toxic to
people or animals. People do not have the same enzymes in their cells that plants do, just like human cells and bacteria differ enough
that antibiotics kill bacteria cells but not human cells

On the other hand, most people react badly to glyphosate (and other chemicals mixed with it) when ingested or applied to the skin, so
you want to avoid any contact with the chemical.

Roundup will kill almost any plant, including aquatic plants, so you want to be sure to avoid spray drift onto other plants or into water.
Any pesticide should be applied carefully.
Document D
Our Commitment to Sustainable Agriculture
P
R
O D U C I N
M O R E .
G
I M
M
P
O
R
R
O
E
V
.
I
C
N
O
G
N
L
S
I
E
V
R
E
V
S
I
N
G
.
Our vision for sustainable agriculture strives to meet the needs of a growing population, to protect and preserve this planet
we all call home, and to help improve lives everywhere. In 2008 Monsanto made a commitment to sustainable agriculture
– pledging to produce more, conserve more, and improve farmers’ lives by 2030.
PRODUCING MORE
Monsanto works with farmers from around the world to make agriculture more productive and sustainable. Our
technologies enable farmers to get more from every acre of farmland. Specifically, we are working to double yields in our
core crops by 2030. These yield gains will come from a combination of advanced plant breeding, biotechnology, and
improved farm-management practices.
CONSERVING MORE
We've strengthened our goal of double crop yields by committing to doing it with one-third fewer resources such as land,
water, and energy per unit produced. We're continuing to develop better seeds and improved on-farm practices that
enable farmers to better manage weeds, pests, and environmental stresses. We're working with our partners to develop
conservation systems that are better for the plant. And we're working to make these tools of innovation available to the
people who have the most direct relationship with the land - the millions of farmers around the world.
IMPROVING LIVES
The technology we use to develop better seeds and the partnerships we nurture to develop new agronomic practices can
drive big increases in yield and productivity. For all the world's farmers who raise themselves from poverty to prosperity,
many more people will also prosper, through healthier diets, greater educational opportunities, and brighter futures fueled
by more robust local economies. As part of our commitment to sustainable agriculture, we set a goal to help farmers
improve their quality of life, including 5 million people in resource-poor farm families by 2020.
Learn more about what Monsanto is doing to help »
Baxter Weekly Chronicle
Providing an Un-biased Voice to keep our Citizens
Document E
June 20, 2013 Issue 25
Informed of the Important News in Baxter
Local Activist Observed NOT Practicing
What She Preaches
Could it be that our local activist uses the same product that she is trying to have banned? It
seems that in order to keep those amazing gardens weed free, Ms. Crabtree could very well
be using Roundup® products. This photo of a very “happy” Ms. Crabtree in her garden’s,
shows her proudly spraying what looks to be a glyphosate product, commonly referred to by
the trade name Roundup®. It seems that if Ms. Crabtree wants more people to join her
cause, she should practice the old- fashioned method of pulling those weeds by hand.
Maybe Mr. Brown, the farmer she is suing, is not responsible for the killing of the prized
peonies after all?
Janet Brown-Benson: Editor
(Photo courtesy of Diana Brown)
Local Man Injured in Riding
Mower Accident
Local Police were called to 2315 Lakeview Drive on
Monday to respond to reports of a lawn mower
accident. When police arrived they found the
riding mower of one Mr. Stanley Hoetop partially
submerged in the lake. Mr. Hoetop was not
located at the scene of the accident. He was found
several hours later sleeping in his garage.
Apparently he had driven his mower home from
his weekly card game and could not remember
what had happened to cause his mower to be in
the lake? Hmmm? What caused it the last two
times Mr. Hoetop?
Frank Johnson: Freelance Reporter
Document F
Pesticide Reregistration
Use Profile
Human Health
Assessment
Human Risk
Assessment
Regulatory
Conclusion
All pesticides sold or distributed in the United States must be registered
by EPA, based on scientific studies showing that they can be used without
posing unreasonable risks to people or the environment. Because of advances
in scientific knowledge, the law requires that pesticides which were first
registered years ago are reregistered to ensure that they meet today's more
stringent standards.
Glyphosate is a non-selective herbicide registered for use on
many food and non-food field crops as well as non-crop areas where total vegetation control is
desired. When applied at lower rates, glyphosate also is a plant growth regulator.
Toxicity:
Glyphosate is of relatively low oral and dermal acute toxicity. It has
been placed in Toxicity Category III for these effects (Toxicity Category I
indicates the highest degree of acute toxicity, and Category IV the lowest).
The acute inhalation toxicity study was waived because glyphosate is
nonvolatile and because adequate inhalation studies with end-use products
exist showing low toxicity
EPA's worst case risk assessment of glyphosate's many registered food
uses conclude that human dietary exposure and risk are minimal.
Existing and proposed tolerances have been reassessed, and no
significant changes are needed to protect the public.
The use of currently registered pesticide products containing the
isopropylamine and sodium salts of glyphosate in accordance with the
labeling specified in this RED will not pose unreasonable risks or adverse
effects to humans or the environment. Therefore, all uses of these products
are eligible for reregistration.
Document G
Document H
Teaching Notes for: Ban Glyphosate Products Or Not?
Author(s): Jason Aker
Intended Audience
Check all that apply…
th
☐9 grade
X general audience
th
☐10 grade
X advanced audience
th
X 11 grade
th
☐12 grade
National, State, Local
Standards Addressed by
this task
Specifically this task does not directly address NGSS, however, the following tow standards would be in the realm of teaching
prior to giving this task:
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems
HS-LS2-6.
maintain relatively consistent numbers and types of organisms in stable conditions, but
changing conditions may result in a new ecosystem. [Clarification Statement: Examples of
changes in ecosystem conditions could include modest biological or physical changes, such as
moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level
rise.]
HS-LS2-7.
Implementation
Considerations and PreRequired Knowledge
Time Required
Example of a Model
product
Lesson Extension Activities
Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.* [Clarification Statement: Examples of human activities can include
urbanization, building dams, and dissemination of invasive species.]
Also, this task would address literacy standards:
CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions .
CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s
claim or a recommendation for solving a scientific or technical problem.
CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources
(including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
This task is designed to be used to assess students ability to critically think and problem solve. It was designed specifically for a
group of students that have spent time learning biology units on ecology, human impact, genetics (genetically modified
organisms) and possibly evolution. This task was designed so that students did not specifically need any pre-required
knowledge to be successful. The task was meant to assess the students ability to analyze information and based on the
information presented, make an informed decision about an argument.
The task will prepare students for problems that involve issues that may or may not be so clearly solved. In this case, should a
product that is used world- wide and has been scientifically scrutinized for over 30 years be banned from use? Being able to
pose a supported argument will be the key skill that our students should demonstrate in this task.
This task will be predicted to take approximately 120minutes for students to complete. It will be assumed that in a typical 40+
minute class period it will take students at least two periods to get through the task, some may need three in order to finish.
1.
Teaching Methods &
Classroom Procedures
Check all that apply…
X general science
X biology
☐ earth science
☐ chemistry
☐ physics/phys sci
☐ biotechnology
☐ environmental science
This task can be given as an intro to a unit on ecology, human impact or genetics. It could also be used as an end to
a unit as an extension of knowledge and as an assessment of critical thinking skills. It should not be used as a
content assessment.
2. On the day the performance task is started students should be given the task and allowed to read the scenario and
the question. They should not be allowed to read any documents.
3. At this point, students should be asked if they have any questions and if they understand fully, what is expected of
them to turn in for an acceptable response.
4. Students should not be allowed to used any notes or other documents except for those provided.
5. Student’s thoughts should be organized on their Performance Task Document Analysis Tool.
6. Student’s will only have class time to work on this task and will be given 90 minutes to work through the documents
and complete their task.
7. The teacher will be happy to pronounce words in any document that a student doesn’t know and may decide to give
a definition, if they feel that it is a term that a student will not be familiar with. No explanation or interpretation of
documents will be provided by the teacher.
The final product is a written letter that explains why the student believes that glyphosate should or should not be banned. All
reasoning must be supported by specific information from the documents provided. Students should make logical inferences
and give detail for any thoughts that they include in their response. See the attached Model Response as an examples of
information students should include in their response.
Not all students are going to be completely comfortable working on a task such as this. Some students will struggle with the
importance of a possible ban on a product that they have no interest in, or that they have a strong feeling about as they or their
parents may use this product at their house or on their farm. One way to prepare them for this task would be to pose them
with a very important substance such as water and share potential hazards and uses of this substance. This will at least allow
them to make supporting arguments for something that is obviously very important to their survival but potentially hazardous.
(see website http://www.dhmo.org/ for ideas) Students may find this humorous or even ridiculous, however, some students
will make strong arguments for or against. It may also be assumed that some students may not be able to complete this task as
individuals. Some students may need to be grouped in order to work collaboratively in order to finish successfully.
One Fish...
Two Fish...
How Would You Choose Fish?
Marc Benedict
Graettinger-Terril High School
Environmental Science
INSTRUCTIONS
You are about to work on a task designed to strengthen your skills in critical thinking, analytical reasoning, problem
solving and written communication. You will work in a small group as you complete this task, but the final product will be
your responsibility to complete individually.
This performance task contains a series of documents that include a range of information sources. The first part of this
task is to analyze and evaluate this information; you will be given a matrix to organize your ideas. Second, you will be
preparing a written response (or giving an presentation) to share the conclusion of your analysis.
While your personal values and experiences are important, you should base your written conclusion (or
presentation) on the evidence provided in the attached documents and you should make explicit references to
the evidence that supports your position.
Feel free to write directly in the booklet or to take the booklet apart in order to help you prepare your
response.
SCENARIO
Aquaponics combines two traditional agriculture practices: aquaculture and hydroponics. In such a system, water
containing wastes from the fish tank is pumped to the growing bed where plants remove the wastes which serve as
fertilizer. Thus the water is returned to the fish tank “filtered” and the plants obtain the nutrients they need to grow.
Though an ideal arrangement in many ways (more sustainable, multiple “crops” from single system, etc.), the fact that the
water is shared by both types organisms (plants and fish) presents some challenges compared to raising each organism
separately. For example, many disease treatments used in traditional aquaculture cannot be used in aquaponics because
the chemicals used are toxic to the plants in the system. Water temperatures that would be fine for plants may be lethal to
certain fish species. Due to its inherent complexity, such a system makes it more difficult to control certain water quality
parameters (such as dissolved oxygen, ammonia/nitrite levels, etc.) These challenges make the selection of a fish species
to raise in an aquaponics system one of the most important, but complex parts of managing such a system.
The role you will assume in this scenario is that of a volunteer on the board of directors at the local food pantry. Your food
pantry is always looking for opportunities to partner with other organizations in the community to reach your mission of
providing healthy food to those in need. Recently the local school district has installed a greenhouse with an aquaponic
system. While the school is excited to start using their new system, they are not sure which fish to select. Because they
plan to donate the fish to the food pantry, they are requesting your input. Luckily for you, they have also provided the
attached documents for you to use while you make your decision. Your choice has been narrowed to catfish, bluegill
sunfish, or rainbow trout.
Your task is to analyze the documents, weigh the evidence (both positive and negative), and make a claim as to which
species you think will perform best. If you choose the wrong type of fish, it might die before it can be harvested. Your
pantry could truly use more fish in the frozen food category.
For each fish species (catfish, bluegill and rainbow trout), please address the following questions:
✤Based on the evidence what conclusions can be drawn about the potential success of each species?
Why?
✤What questions, if any, need to be answered before the investors should fully commit to a species?
Document A
Document B
Document C
From: Pisca, Donna [Neo Aquaponics]
Sent: Wednesday, June 19, 2013 10:55 AM
To: Lepomis, Michael [DNR]
Subject: Fish Mortality Issues
I was wondering if you could advise me on an issue we are having with our bluegill. We are
using nets to catch a few fish weekly to weigh and measure as you advised as part of
determining the amount of feed to give them. It seems that over the past couple weeks the
number of dead fish we find in our tanks each morning is increasing. We have checked water
quality parameters and they are well within the known limits. What ideas do you have as to
the cause of this increasing mortality?
From: Lepomis, Michael [DNR]
Sent: Thursday, June 20, 2013 1:55 PM
To: Pisca, Donna [Neo Aquaponics]
Subject: RE: Fish Mortality Issues
Bluegill are only moderately tolerant of handling, in part, because the increased handling
stresses the fish and makes them more susceptible to disease. I am guessing that if you
check the fins and/or gills of the fish, you will find evidence of disease. Unfortunately, the
fact that you are raising them in an aquaponics system limits the options for treatment as
many common treatments are harmful/toxic to the plants you are trying to grow.
605.336.6561 x111
michael.lepomis@dnr.iow.gov
Document D
A Comparison of Fish Species for Aquaculture
Species
Bluegill
Channel
Catfish
Rainbow
Trout
Aquaculture
Water
Dietary
Skill
Quality
Protein
Required
Tolerance
Needs
Grow Out Crowding Handling
Period
Tolerance Tolerance
Moderate Moderate Moderate 1-2 years Moderate Moderate
Low
High
Low
High
Very Low
High
1-2 years Moderate
High
1 year Moderate Very Low
Document E
From: Chris Kirschbaum <chris.kirschbaum@igcusa.com>
Subject: RE: Greenhouse Temperatures
Date: July 2, 2013 2:39:38 PM CDT
To: Marc Benedict <mbenedict@gtschools.k12.ia.us>
Marc,
In regards to the temperature, because you have shade cloth, fans
shutters and a cool cell, you should always be able to maintain outside
temperatures or better. On real humid days, it may be as hot in the
greenhouse as it is outside. It will not be uncommon for you to stay 10
degrees lower in the greenhouse when the cool cell is running
though. Your temperature swing should be roughly no lower than 60
and no higher than 85. That should be the extreme cases you will see
either way (unless you lose power or something of that nature).
Hope that helps!
Chris Kirschbaum
Institutional Sales Associate
International Greenhouse Company
IGC Phone: 1-888-888-0000 -or- 000-443-0600
Direct Line: 000-719-1823
Mobile: 000-289-1210
Fax: 000-453-0611
[ Greenhouse Megastore | Blog | Facebook | twitter ]

Please consider the environment before printing this e-mail
Document F
Skretting USA Products
Skretting USA offers a complete product line with diets suitable for a
wide range of species including Trout, Steelhead and other cold and
warm water species. Our diets contain only quality ingredients
formulated to give optimal growth and an overall low cost of production,
while our advanced extrusion technology makes it possible to
manufacture feeds in either floating or sinking pellets. All feeds are
packaged in 40 lb. & 50 lb. bags and full bulk containers are available
upon request.
Pond LE
lbs
$57.00/100
Pond LE is a low-energy, floating feed ideal for Tilapia, Catfish, Bluegill and other species with
low protein and energy requirements. Pond LE is formulated from a mix of protein sources,
providing the ideal mix of digestible amino acids. Designed as a low cost feed solution, Pond LE
continues to be a proven favorite for those seeking economic feeding regimes and an excellent
choice when utilizing the nutrients in the pond as a supplement.
35% protein
7% oil
Classic Trout
lbs
$68.25/100
The name has changed, but the diet hasn't. Tried and proven, Classic Trout is the new name
for the Extruded Trout feed that has been available for years. Classic Trout is formulated with
the same protein and oil specifications as Extruded Trout and is still available in both floating
and sinking formulations.
40% protein
12% oil
Teaching Notes for: One Fish, Two Fish...
Intended Audience
Author: Marc Benedict
Check all that apply…
th
☐ 9 grade
X general audience
th
☐ 10 grade
☐ advanced audience
th
X 11 grade
th
X 12 grade
Check all that apply…
☐ general science
☐ biology
☐ earth science
☐ chemistry
☐ physics/phys sci
X biotechnology
X environmental science
National, State, Local
HS-LS2 Ecosystems: Interactions, Energy, and Dynamics (NGSS)
Standards Addressed by this HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in
task
ecosystems maintain relatively consistent numbers and types of organisms in stable
conditions, but changing conditions may result in a new ecosystem.
HS.Engineering Design (NGSS)
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized
criteria and trade-offs that account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., quantitative data, video, multimedia) in
order to address a question or solve a problem.
CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.
CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
◦
◦
Implementation
Considerations and PreRequired Knowledge
CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate
form that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
This will fit naturally into my curriculum at the start of each year when we must decide
which fish to re-stock the school’s aquaponics system with.
NOTE: I have included links to some inexpensive aquaponics systems you/your students
can make.
The students should be familiar with the basic concepts involved in aquaponic culture and
be aware that different species of organisms have different requirements.
The task will prepare students for making decisions based on multiple criteria for which
there is no clear answer. The student(s) with the best responses will be chosen to manage
the fish culture part of the school’s aquaponics system.
Time Required
One 40 minute period to read and analyze documents.
One 40 minute period to write paper/prepare presentation
Additional 40 minute period IF students are to give presentation (instead of written paper).
NOTE: This schedule presumes that students have some practice with the skills needed for
completing document-based case studies.
The following is a handout for students in the performance task and contains a detailed
sequence of events.
Day One:
Teaching Methods &
1. Read the scenario page to yourself.
Classroom Procedures 2. Discuss the assignment in your assigned small group.
3. The teacher will distribute document A from the task library.
4. Read document A to yourself – write notes directly on the page as you critically evaluate
the information in this document. Record your thoughts, conclusions, and ideas about
how this document can influence the final product you will create.
5. Discuss Document A in small groups. Complete the trade-off matrix for document A.
Day Two:
6. The teacher will lead the class in discussing document A.
7. The teachers will distribute the remaining documents in the document library.
8. Work individually by reading the rest of the documents and writing notes directly on them.
Write neatly as you will discuss your ideas tomorrow.
Day Three:
9. Work with your small group to complete the trade-off matrix as you discuss the documents
from the library.
10. Create your final product and turn it in the following day.
NOTE: An alternate 4th and 5th class periods could be used if students/groups make
presentations.
Lesson Extension Activities Students could be provided with entire aquaponics manual (including full chart with
physical/chemical needs of many more species) and be encouraged to chose from a larger
variety of species. Students could discuss with Family and Consumer Sciences teacher
which species is most likely to get used by classes. Local market and/or food pantry could
also be contacted. This activity will also appeal to those “more hands-on” students if it
includes the actual set-up, care and maintenance of the real fish!
Related Background
Basic Introduction to Aquaponics:
Information and Other
http://www.backyardaquaponics.com/Travis/aquaponic.pdf
Resources
Inexpensive Systems to Build:
http://www.instructables.com/id/First-try-aquaponics-system
http://www.lifehacker.com/5975473/mini+aquaponics-setup-made-fromikea-parts
http://www.aces.edu/dept/fisheries/education/documents/barrel-ponics.pdf
http://www.engineeringforchange.org/news/2012/03/14/how_to_build_a_vertical_aquap
onic_system.html
http://www.youtube.com/watch?v=VtP68IhLTOA
http://www.youtube.com/watch?v=yVfav6LNEWQ
Bee Population
By Chris Dyer, Shenandoah High School
Summer 2013
INTRODUCTION
In this activity you will build critical thinking skills through the evaluation of document based evidence. You will read and
analyze documents, determine relevance of information and develop a claim supporting your argument/stance.
THE SCENARIO
For much of the past 10 years, beekeepers, primarily in the United States and Europe, have been reporting annual hive losses of
30 percent or higher, substantially more than is considered normal or sustainable. But this past winter, many U.S. beekeepers
experienced losses of 40 to 50 percent.
A class of pesticides known as neonicotinoids, now the world’s most widely used type of insecticide is the suspected leading
cause of colony collapse disorder (CCD). The European Commission announced its controversial decision to ban neonicotinoid
use three months after the European Food Safety Agency concluded that the pesticides represented a “high risk” to honeybees and
other pollinators.
THE QUESTION
You have been selected for jury duty. The case you will hear is a lawsuit involving Better Seed Company and a local group of
beekeepers. The Backyard Beekeepers Association, BBA, suggests that insecticides, specifically neonicotinoids are responsible
for colony collapse disorder (CCD) in the honeybee population. The Beekeepers Association proposes CCD has had a
devastating impact on their livelihoods and continues to damage the environment.
The pesticides’ manufacturer, Better Seed Company, say that neonicotinoids are safe if used as directed and are biologically
active for the limited periods of time when the products’ target insects are active. Better Seed Company spokesperson, Barry
McDonald, suggest that colony collapse disorder is the result of a combination of factors.
You have been provided with pertinent information on the issue of honeybee colony collapse disorder. You and your classmates
are assigned the task of developing a deeper and more holistic understanding of CCD. The beekeepers suggest insecticides are to
blame, Better Seed Company proposes that insecticides are safe and pose limited risks to honey bee health. Which party will
you support based on the evidence presented??? Review the documents presented in this case study and write a one page typed
response to the judge that illustrates your position on the argument. Be sure to cite evidence in your response that supports
your claim. Use the document analysis sheets provided to help you analyze and synthesize the information presented.
Document A
Document B
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY WASHINGTON, D.C. 20460
Office of Chemical Safety and
Pollution Prevention
PC Code: 044309
nd
Date: November 2 , 2010
DP Barcodes: 378994, 377955
MEMORANDUM
SUBJECT:
Clothianidin Registration of Prosper T400 Seed Treatment
Clothianidin’s major risk concern is to nontarget insects (that is, honey bees). Clothianidin is a
neonicotinoid insecticide that is both persistent and systemic. Acute toxicity studies to honey bees show that
clothianidin is highly toxic on both a contact and an oral basis. Tests and field studies, as well as incident
reports involving other neonicotinoids insecticides (e.g., imidacloprid) suggest the potential for long term toxic
risk to honey bees and other beneficial insects. An incident in Germany already illustrated the toxicity of
clothianidin to honeybees when allowed to drift off-site from treated seed during planting.
The case against these pesticides is not clear-cut. For example, honeybees are apparently doing fine in
Australia, where neonicotinoids are widely used and varroa mites are not a problem. Neonicotinoid use is common
in Canada, but colony collapse disorder is not significantly affecting hives there. The EPA is now reviewing its
registration of neonicotinoids and has accelerated the review schedule due “to uncertainties about these pesticides
and their potential effects on bees.” The agency said that it is working with beekeepers, growers, pesticide
manufacturers, and others to improve pesticide use, labeling, and management practices to protect bees and to
thoroughly evaluate the effects of pesticides on honeybees and other pollinators. As part of these efforts, the EPA is
working with pesticide and agricultural equipment manufacturers to reduce the release of neonicotinoidcontaminated dust during planting — a time when commercial bees are likely to encounter the insecticide.
In the U.S., neonicotinoids are currently used on about 95 percent of corn and canola crops; the majority of
cotton, sorghum, and sugar beets; and about half of all soybeans. They’re also used on the vast majority of fruit and
vegetable crops, including apples, cherries, peaches, oranges, berries, leafy greens, tomatoes, and potatoes.
Neonicotinoids are also applied to cereal grains, rice, nuts, and wine grapes.
Because neonicotinoids stays with the plant as it grows, it raises questions about the potential for bees to be exposed
through nectar, pollen, or leaf surface moisture, where a growing number of studies are finding evidence of
neonicotinoids. Neonicotinoids are known to be toxic to bees, earthworms, and other terrestrial and aquatic
invertebrates, as was noted in documents submitted to the EPA when they were registered.
Document C
2013 News Release
USDA and EPA Release New Report on Honey Bee Health
WASHINGTON -- The U.S. Department of Agriculture (USDA) and the U.S. Environmental
Protection Agency (EPA) today released a comprehensive scientific report on honey bee
health. The report states that there are multiple factors playing a role in honey bee
colony declines, including parasites and disease, genetics, poor nutrition and
pesticide exposure.
"The decline in honey bee health is a complex problem caused by a combination of
stressors, and at EPA we are committed to continuing our work with USDA, researchers,
beekeepers, growers and the public to address this challenge," said Acting EPA
Administrator Bob Perciasepe. "The report we've released today is the product of
unprecedented collaboration, and our work in concert must continue. As the report
makes clear, we've made significant progress, but there is still much work to be done
to protect the honey bee population."
In October 2012, a National Stakeholders Conference on Honey Bee Health, led by
federal researchers and managers, along with Pennsylvania State University, was
convened to synthesize the current state of knowledge regarding the primary factors
that scientists believe have the greatest impact on managed bee health.
Key findings include:
Parasites and Disease Present Risks to Honey Bees:
•
The parasitic Varroa mite is recognized as the major factor underlying colony
loss in the U.S. and other countries. There is widespread resistance to the chemicals
beekeepers use to control mites within the hive. New virus species have been found in
the U.S. and several of these have been associated with Colony Collapse Disorder
(CCD).
Poor Nutrition Among Honey Bee Colonies:
•
Nutrition has a major impact on individual bee and colony longevity. A
nutrition-poor diet can make bees more susceptible to harm from disease and parasites.
Bees need better forage and a variety of plants to support colony health.
•
Federal and state partners should consider actions affecting land management to
maximize available nutritional forage to promote and enhance good bee health and to
protect bees by keeping them away from pesticide-treated fields.
There is a Need for Improved Collaboration and Information Sharing:
•
Best Management Practices associated with bees and pesticide use, exist, but are
not widely or systematically followed by members of the crop-producing industry. There
is a need for informed and coordinated communication between growers and beekeepers
and effective collaboration between stakeholders on practices to protect bees from
pesticides.
•
Beekeepers emphasized the need for accurate and timely bee kill incident
reporting, monitoring, and enforcement.
Additional Research is Needed to Determine Risks Presented by Pesticides:
•
The most pressing pesticide research questions relate to determining actual
pesticide exposures and effects of pesticides to bees in the field and the potential
for impacts on bee health and productivity of whole honey bee colonies.
Document D
G R E E N P E A C E

D E M A N D S :
Immediately and fully ban all pesticides that are harmful to bees and other pollinators (including
the worst bee-killers clothianidin, imidacloprid, thiamethoxam, fipronil, chlorpyrifos,
cypermethrin and deltamethrin).
BEE THE SOLUTION
JOIN US TO PROTECT BEES & AGRICULTURE! There are many things you can do!
Sign the petition Bee the solution!
Help the bees! Help the bees!
Tell your friends! Tell friends!
Document E
Articles
Decline of bees forces China's apple farmers to pollinate by hand
D A V E
G O U L S O N
The role of bees and pollinators
Pollination provides one of the clearest examples of how our disregard for the health of the environment threatens
our own survival. About 75% of all crop species require pollination by animals of some sort, often by bees, but
sometimes by flies, butterflies, birds or even bats.
Crop pollination by insects has been estimated to be worth $14.6 billion to the economy of the USA and £440
million a year to the UK. Some pollination is done by domesticated honeybees, but the bulk of pollination of most
crops is done by wild insects, including many species of wild bee such as bumblebees.
China’s hand-pollinated orchards
Evidence from around the world points to falling and increasingly unpredictable yields of insect-pollinated crops,
particularly in the areas with the most intensive farming. Where crops are grown in vast fields, there are not
enough insects to go around. If insecticides are sprayed too frequently, then vital pollinators cannot survive.
The most dramatic example comes from the apple and pear orchards of south west China, where wild bees have
been eradicated by excessive pesticide use and a lack of natural habitat.
In recent years, farmers have been forced to hand-pollinate their trees, carrying pots of pollen and paintbrushes
with which to individually pollinate every flower, and using their children to climb up to the highest blossoms. This
is clearly just possible for this high-value crop, but there are not enough humans in the world to pollinate all of our
crops by hand.
There are simple solutions; studies in Europe and North America have found that planting strips of wildflowers on
farms, and leaving patches of natural vegetation such as forests, can greatly boost pollinator populations. These
practices can also increase populations of natural predators, decreasing the need for pesticide sprays.
With a little effort it is perfectly possible to grow food and look after the environment. In fact, taking a long term
view, this is probably the only way to grow food, for otherwise there is a danger that farming will collapse.
Document F
25,000 Bees Found Dead In Oregon Parking Lot
***WATCH the 1st video clip on the link below***
http://on.aol.com/video/25-000-bees-found-dead-in-oregon-parking-lot-517830492
Teaching Notes for: DBCS on Bee Population Decline
Intended Audience
National, State, Local
Standards
Addressed by this
task
Check all that apply…
☐ 9th grade ☐ general audience
Check all that apply…
☐ general science X biology
☐ chemistry biotechnology
th
X 10 grade ☐ advanced audience ☐ earth science
physics
☐ 11th grade
☐ environmental science
☐ 12th grade
☐
(Please see next page.)
Implementation
Considerations and PreRequired Knowledge
For this Performance Task students should be familiar with 1) biome, communities and
ecosystems 2) population dynamics
Time Required
3 class periods of (50 minutes in length each)
Teaching Methods
& Classroom
Procedures
1. Students are introduced to the DBCS, scenario, expectations, and final product required.
2. During each analysis session, students work in pairs or groups of three.
Given the documents and document analysis sheets, groups should
read and discuss each document in order. After reading a document the group should work
together to complete the corresponding document analysis sheet.
3. The last session should be reserved for students to compose letters.
Lesson Extension
Activities
Students may be interested in doing additional research into topics such as:
Entomology
Pesticides
Environmental Science
Related Background
Information and Other
Resources
Vanishing of the Bees-Beekeeper Leaks EPA Document
This you tube video compliments the DBCS on bee population decline and refers to some of the
documents presented. It may be useful as introductory material.
Shelbyville
gets a
Nuclear Power
Plant
By Jamey Smith, Marc Pederson, Nick Hayes & Josh Mangler
Summer 2013
INTRODUCTION
You are about to begin an activity that is designed to measure your skills in critical
thinking, reasoning and problem solving and written communications. In addition to the “thinklike-a-scientist” skills, your content knowledge about bio-renewable resources will also be
assessed.
You will be preparing a written response to a hypothetical, but realistic situation. This
activity contains a series of documents that includes a range of information sources. While
your personal values and experiences are important, you should base your response on the
evidence provided in these documents.
SCENARIO
Mid Pacific Energy has chosen your community of Shelbyville as a potential site for a new
nuclear power plant. Mid Pacific energy contends that this is a ‘green’, safe, and effective
energy source that will benefit your community by creating jobs. The CEO of Mid Pacific Energy
Mr. Burns totes the success of several other nuclear power plants. In a recent interview with
Mr. Burns when asked how safe and reliable his other nuclear power plants were, his reply was
“Excellent.” A local activist, Mr. Flanders has been highlighting the potential issues with
nuclear power and contends that it is neither ‘green’ nor safe, and the jobs it produces would
be better invested in other alternative energy sources. In a recent interview with Mr. Flanders
when asked what the issue with nuclear power was, his reply was “Well, it’s hi-doodooli-do
dangerous Mr. Reporter.” As a concerned citizen, you realize that neither side has done a good
job making their case and have gathered several documents in order to form a well-educated
opinion on the topic.
Your task is to review the documents, formulate your opinion, and write an opinion editorial to
Peak to Valley Times, the local community newspaper. It is important to write your opinion
article in a way that will convince other individuals in your community to come to your side. To
that end, be sure to include specific evidence to justify your side.
THE QUESTIONS
As an educated and well-respected member of Shelbyville, your opinion has the potential to
sway the public in support or opposition to the proposed nuclear power plant. In order to have
the greatest impact, your article needs to be well written, contain relevant information, and
contain justification for your opinion. At the very minimum it should answer the following:
1) Assess the dangers of nuclear power. Do the benefits outweigh the risks?
2) Assess the benefits of nuclear power. Do the benefits outweigh the potential risks?
3) Make your final decision. Which of the above factors lead you to your conclusion?
A
July 15, 2013
How Long Will Oil And Uranium Supplies Last At Current Rate Of
Use?
Bill McDonald, engineer in Silicon Valley
It will be 50 years before oil production drops below what it is currently.
Counting natural gas in total hydrocarbons, probably 90 to 140 years
before total hydrocarbon use drops to below half what it is currently. It is
likely that this will be enough time to transition to renewable, nuclear, and
biomass, with some oil still used for long distance transportation.
Steve Fetter, dean of the University of Maryland's School of Public Policy
According to the NEA, identified uranium resources total 5.5 million metric
tons, and an additional 10.5 million metric tons remain undiscovered—a
roughly 230-year supply at today's consumption rate in total.
Further exploration and improvements in extraction technology are likely to
at least double this estimate over time.
Using more enrichment work
could reduce the uranium needs of LWRs by as much as 30 percent per
metric ton of LEU. And separating plutonium and uranium from spent LEU
and using them to make fresh fuel could reduce requirements by another
30 percent. Taking both steps would cut the uranium requirements of an
LWR in half.
Two technologies could greatly extend the uranium supply itself. Neither is
economical now, but both could be in the future if the price of uranium
increases substantially. First, the extraction of uranium from seawater
would make available 4.5 billion metric tons of uranium—a 60,000-year
supply at present rates. Second, fuel-recycling fast-breeder reactors, which
generate more fuel than they consume, would use less than 1 percent of
the uranium needed for current LWRs. Breeder reactors could match
today's nuclear output for 30,000 years using only the NEA-estimated
supplied.
B
By: Tyler Darden | 01/19/2013 13:20
Almost two years after the awful nuclear disaster occurred, a fish caught near Fukushima on
Friday January 18th had a record-breaking level of radioactive contamination over 2500x the
legal limit. TEPCO measured 'Mike the Murasoi' at 254,000 becquerels per kilogram (with the
limit for edible seafood at 100 becquerels). As Le Monde reports, the previous record (caught on
August 21st 2012) was a mere 25,800 becquerels/kg. As further precautions, TEPCO is
installing new nets 20km around the Fukushima Daichi site to avoid highly contaminated
fish getting too far and being consumed by other species. While Mike's family are no doubt
distraught (at him being caught and being so radioactive), it appears (somewhat disappointingly)
that there is no apparent third eye, laser fins, legs, or other 'expected' 'blinky' malformations.
Mike - the slightly crispy looking Marusoi…
Doesn't look anything like Blinky...
C
Radiation Doses in Perspective
Public Awareness Campaign
December 19, 2012
D
E
F
G
H
I
J
K
L
M
N
Sophia Carlson
vs
Dilly
Dally Diver
By Kent Muyskens, Lindsay Kasuga & Sakinah Haque
Summer 2013
INTRODUCTION
You are about to begin an activity that is designed to measure your skills in critical thinking, reasoning,
problem solving and written communication. In addition to these “think-like -ascientist” skills, your knowledge about chemistry and gas behaviors will be necessary to be successful in
this task.
You will be preparing a written response to a hypothetical, but realistic situation. This activity contains a
series of documents that includes a range of information sources. While your personal values and
experiences are important, you should base your response on the evidence provided in
these documents.
SCENARIO
Sophia is a student at Iowa State University. Last spring, she participated in a spring break trip to Bonaire with
the ISU Scuba Diving Club to go on several Caribbean deep sea dives. She participated in 2 dives each day on
Monday through Wednesday. On Thursday evening, she took a flight back home to Denver, Colorado so she
could spend some time in her mountain home before having to return to the busy school schedule next week.
While at home, she began to experience severe nausea and fatigue. Each day, these symptoms became worse,
until she suddenly felt tingling and numbness on her entire right side of her body. Her mother also noticed that
Sophia’s short-term memory was worsening, and took her to the doctor. After running several tests, the doctor
diagnosed Sophia with Decompression Sickness, which results from a diver ascending too quickly to the
surface. She was treated twice in the decompression chamber, and was soon feeling better.
A few weeks later, Sophia received a call from her insurance company. The company expressed their concern
that, after reviewing Sophia’s claim, they believed Sophia’s situation may have been the result of oxygen
toxicity, rather than decompression sickness. Oxygen toxicity most often occurs in divers that use enriched
tanks, known as “nitrox tanks”. Nitrox tanks have a higher percentage of oxygen, allowing divers to stay under
water for longer periods of time. However, only divers with nitrox certification are allowed to have these
tanks. The insurance company suspects that Sophia’s dive shop, The Dilly Dally Diver, may have accidentally g
iven her nitrox tanks to use for her dives rather than regular tanks.
After obtaining a second opinion from another doctor, Sophia decided to sue The Dilly Dally Diver for possible
mishandling of materials that resulted in her illness. The Dilly Dally Diver claims that they issued Sophia the
proper materials, and that her illness was most likely the result of her decisions during the dive. The case has
made it to court, and you have a significant role in it!
THE TASK
The plaintiff (Sophia) has called you as an expert witness in the court case. You are renowned scientist who
studies gas behaviors in oceans. You must prepare a written testimony for the court that determines whether or
not Sophia or the Dilly Dally Diver is at fault.
The Newspaper of Bonaire
THE BOThe BONAIRE REPORTER
July 28, 2013
Issue No. Seventeen
Scuba Diver Sues Dilly
Dally Diver
CLAIMS DIVE SHOP
MISTAKENLY USED NITROX
Dilly Dally claims
diver was
irresponsible and is
suffering from
decompression
sickness
The Dilly Dally Diver
COURT CASE ENTERS SECOND WEEK
In what has turned out to be an extremely
vicious court battle the case of Sophia Carlson
continues into its second week. Carlson, who
has been suffering from symptoms of severe
nausea, fatigue, tingling and numbing on her
right side and loss of short term memory,
claims she was a victim of neglect on the part
of Bonaire’s newest dive shop. Carlson states
that her tank was filled with Nitrox which was
the cause of her symptoms.
“We went to the Dilly Dally because it was
less expensive than any other dive shop. Now I
know why! The tank they gave me was filled
with Nitrox rather than regular air. I thought
something was wrong when I started feeling
nauseas while I was under water,” Carlson
states.
The Reporter has attempted to contact the
Dilly Dally Diver, who has been sued once
before, to get their side of the issue but to date
the dive shop has refused comment citing their
lawyers’ recommendation to not discuss the
case while the trial is proceeding.
Bonaire’s newest dive shop faces lawsuit
Decompression Chamber
Sophia Carlson
Cost for medical
Cost of medical
bills to be in the
thousands.
Continued on Page 2
A
The BonaireReporter, 1713 Main Street, Bonaire | 307-762-3493 | www.bonairereporter.com
BE A SAFE DIVER!
Diving is a wonderful and exciting activity!
However, when not properly prepared, diving can
quickly turn into a dangerous situation. Be aware
of the different kinds of risks associated with
diving and how to avoid them.
In this pamphlet, we introduce a few of the most
common diving risks that divers face under
water- Decompression Sickness, Oxygen
Toxicity, and Drowning. Being knowledgeable of
the warning signs and symptoms associated with
these conditions could save your life!
DECOMPRESSION
SICKNESS
Symptoms of DCS

Unusual fatigue

Pain in joints/muscles of arms, legs, and
torso

Dizziness, vertigo, ringing in the ears

Numbness, tingling, and paralysis; skin itch

Shortness of breath
How to Avoid DCS
1. Always dive within depth and time limits.
Follow your dive planner. There are many
online dive planners that will help with this
process! Follow their guidelines closely.
Symptoms of Oxygen Toxicity

Vision impairments

Ringing ears
4. Avoid high altitudes locations after diving for
at least 12 hours (24 hour wait time is better)

Nausea
5. Stay hydrated

Twitching of muscles (most common in face)
Treatment of DCS

Bruising

Irritability

Dizziness and headaches
3. Perform a safety stop before surfacing
B
When a diver breathes Nitrox tanks (or tanks with
a higher percentage of oxygen—this requires
special certification), they are breathing an
increased partial pressure of oxygen. Should a
diver spend too much time under water and/or
too deep of a depth, they may run the risk of
creating too many free radicals in their body as a
result of breathing too much oxygen.
Convulsions or seizures
2. Ascend slowly from every dive.
During a dive, the body tissues absorb nitrogen
from the tank’s gas in proportion to the surroundi
ng pressure. As long as the diver remains at
pressure, the gas presents no problem. If the
pressure is reduced too quickly, however, the
nitrogen comes out of solution and forms
bubbles in the tissues and bloodstream. This
commonly occurs as a result of violating or
approaching too closely the diving table limits,
but it can also occur even when accepted
guidelines have been followed.
What is Oxygen Toxicity?

What is Decompression Sickness (DCS)?
Decompression sickness (DCS, also known as
“The Bends”) is the result of inadequate decomp
ression following exposure to increased
pressure.
OXYGEN TOXICITY
Initial treatment includes administering 100%
oxygen and fluids at the surface. Patients are
then placed in a decompression chamber at a
designated hospital where the patient is placed
under pressure once again and the pressure is
very slow decreased to allow for the gasses to
escape safely.
Treatment of Oxygen Toxicity
There is no known definite treatment for oxygen
toxicity. Past victims have been placed in
decompression chambers and have recovered,
but this is not the case for all patients.
C
D
INT E ROFFIC E M EM ORANDU M - SMITH A ND SON S L AW F IRM
TO:
FROM:
SUBJECT:
DATE:
JOSEPH E. SMITH JR.
SARAH VARNER
THE DILLY DALLY DIVER SCUBA TANK CONTAMINATION INVESTIGATION,
FILE NO. 92-1320
JULY 12, 2010
Per your request, I have obtained a subpoena from Judge Morgan to have the dive shop, The Dilly Dally
Diver, to appear in court on September 13, 2010 for possible contamination of Gregory Voss’s scuba tank issued
on January 23, 2010. I have also obtained the information of the amount of gas used in their “Standard Size - 3000
psi” tanks as you instructed. Below is the chart of the types and amounts of gasses used in each of their tanks
below.
3000 psi tank
Tank Type
N2
O2
Standard Air
161 atm
42.9 atm
Nitrox Air
132 atm
71.4 atm
The tanks are hooked up to the gas compressor in the back shed of the store where the diving air compressor
station is located. At that point, the operator inputs the above amounts into the computer, depending on the type of
tank being filled. The gasses mix in the main chamber while the operator attaches the hoses to the tanks. The
operator then opens the valves on the hoses from the main chamber and the gas mixture enters the tank. The
operator monitors the gages on each tank. When the tank reaches 3000 psi, the operator shuts off the valve and
disconnects the tank. The tank is then ready for use.
Standard air tanks are a dark green color. Nitrox air tanks are a light blue color tank. This allows employers to easily
identify which type of tank they are issuing to a customer.
The operator, Stan Watkins, has up-to-date records showing his certification to handle these tanks.
Please let me know if you have any questions about the above investigation.
Sincerely,
Sarah Varner
Sarah Varner
Smith and Sons Law Firm Investigator
E
University Hospital
Department of Emergency Medicine
1800 University Avenue
Denver, CO 80017
Phone: 1-800-255-6789
Fax: 1-800-9876
E-mail: j.kobrinski@unihosp.org
Dr. James Kobrinski, Department Chair
To Whom it May Concern:
My name is Dr. James Kobrinski, and I am the head of Emergency Medicine at University Hospital in Denver, CO.
On March 18th, 2012, Miss Sophia Carlson arrived at the emergency room. Miss Carlson presented with fatigue, nausea,
tingling and numbness on the right side of her body and diminished mental capacity, specifically short-term memory
difficulties. During the initial patient interview, Miss Carlson indicated that she had recently been scuba diving and then
had flown to Denver for the remainder of her spring break. Upon hearing of her diving, and her symptoms, we
suspected decompression sickness as the cause of her symptoms. Decompression sickness is caused by ascending to the
surface too quickly; gas that had dissolved in the blood steam while diving does not have the chance to evaporate out
and can get trapped in the muscles and joints of the body. Decompression sickness can be aggravated by flying after
diving. Miss Carlson did wait twenty-four hours after diving before flying to a higher altitude.
Upon completion of the entrance interview, I had Miss Carlson begin breathing from a 100% oxygen tank, the
standard initial treatment for decompression sickness. Once Miss Carlson had been breathing 100% oxygen for fifteen
minutes, she was taken to the hypobaric oxygen treatment facility at the University campus. In this chamber, 100%
oxygen is delivered at a higher pressure; this is known as recompression. After 60 minutes of treatment in the chamber,
Miss Carlson was admitted overnight for observation. The next day, Miss
Carlson’s symptoms had lessened, but she still presented with nausea and tingling. Miss Carlson spent another sixty
minutes in the hypobaric oxygen chamber, and
was kept overnight for observation. On the third day, after twenty-four hours of observation, Miss Carlson reported no
symptoms and was released. Miss Carlson was instructed to continue to rest, hydrate and to return to the hospital
immediately if any of the symptoms re-presented themselves.
It is my understanding that there is some debate over decompression sickness or oxygen toxicity as the cause of
Miss Carlson’s symptoms. Unfortunately, these two illnesses present with remarkably similar symptoms, and there is no
test that allows a distinction between these two illnesses. The relief for symptoms by hypobaric oxygen chamber
treatment suggests decompression sickness. Oxygen toxicity usually results in visual impairment and seizures, which
Miss Carlson did not experience. However, the lack of these symptoms does not rule oxygen toxicity as a cause of her
symptoms.
Miss Carlson had a follow-up appointment three months after the incident; there did not appear to be any long
term health effects of this diving incident. Since treatment in the hypobaric oxygen chamber, Miss Carlson reports that
she has not experienced any of the nausea, fatigue or tingling/numbness experienced after diving.
I can be contacted at the numbers above if additional information of clarification is needed.
Sincerely,
Dr. James Kobrinski
F
9:12 AM (6 minutes ago)
Sophia Carlson <scuba_carlsonISU@gmail.com>
to AskAMedic <ask_medic@medicdiversnetwork.org>
Name: Sophia Carlson
Date of Birth: May 17th, 1994
Dan #:
Email: scuba_carlsonISU@gmail.com
Phone: 515-244-9876
Country: United States of America
Address: 18254 E. Fandango Dr.
City/State/Zip: Aurora, CO 80016
Question: Decompression Sickness vs. Oxygen Toxicity
Hello, my name is Sophia Smith, and I am a student at Iowa State University. Last spring, I participated in a spring
break trip to Bonaire with the ISU Scuba Diving Club to go on several Caribbean deep sea dives. I participated in 2
dives each day on Monday through Wednesday. On Thursday evening, I took a flight back home to Denver,
Colorado to spend some time visiting with family before returning to ISU for the remainder of the spring semester.
While at home, I began to experience severe nausea and fatigue. Each day, these symptoms became worse, until I
suddenly felt tingling and numbness on the entire right side of my body. My mother also noticed that my short-term
memory was worsening, and took me to the doctor. After running several tests, the doctor diagnosed me with
Decompression Sickness. I was treated twice in the decompression chamber, and was soon feeling better.
I was recently contacted by my insurance company, stating that, after reviewing my symptoms, they believe I
suffered from oxygen toxicity, as opposed to decompression sickness. The insurance company believes that the
Dilly Dally Diver gave me a tank with an increased concentration of oxygen, or a nitrox tank. I am not certified to
use a nitrox tank. The insurance company believes that the Dilly Dally Diver should be responsible for my medical
bills, as their error caused my symptoms. Any insight or help would be greatly appreciated. Please let me know if
you need any additional information.
AskAMedic <ask_medic@medicdiversnetwork.org >
9:18 AM (0 minutes ago)
to Sophia Carlson <scuba_carlsonISU@gmail.com>
Hello Sophia,
My name is Joe Volker, and I am a medic with the DAN. I am sorry to hear that you experienced these
symptoms, but am glad to hear that you are feeling better.
You ask a very interesting, yet complicated, question. Oxygen toxicity and decompression sickness have
very similar symptoms. Both of these can result in nausea, fatigue, tingling/numbness and short-term memory
loss. You situation is further complicated by the flying and stay in a higher altitude location. However, based on
the information you have provided, I am unable to offer a definitive diagnosis. Is it possible that the Dilly Dally
Diver provided a nitrox tank? Based on your symptoms, that is a possibility. My suggestion would be contact the
regulatory agency for monitoring scuba dive shops in the Bonaire. They may be able to provide additional
information about the Dilly Dally Dive Shop.
G
Teaching Notes for: Sophia Carlson v. Dilly Dally Diver
Lindsay Kasuga, Sakinah Haque and Kent Muyskens
Intended Audience
National, State, Local
Standards Addressed by
this task
Implementation
Considerations and PreRequired Knowledge
Check all that apply…
th
☐9 grade
☐general audience
th
☐10 grade
☐advanced audience
th
☐11 grade
th
☐12 grade
Check all that apply…
☐ general science
☐ biology
☐ earth science
☐ chemistry
☐ physics/phys sci
☐ biotechnology
☐ environmental science
This performance task was designed with a chemistry content focus, specifically on the behavior of
gases. This task should come after the students have already developed their critically thinking and
analysis skill set on other document-based case studies. This document-based case student should
accompany a unit on gas laws and the behavior of gases.
Students should be familiar with the properties of gases, and how the arrangement of atoms in a gas
informs the behavior of gases. Students should be aware that environmental factors, such as pressure
and temperature, impact the behavior of gases.
Time Required
Teaching Methods &
Classroom Procedures
This task will students investigate practical, real-world applications of gas laws in the realm of scuba
diving and human health. Students are being called as an expert witness (or jury member, depending
on teacher choice) and will help students prepare to possibly serve in this capacity.
The time required to complete this activity will depend on how the teacher chooses to use this
document-based case study. In some cases, since students have already completed several document
based case studies, it may be appropriate to hand out the documents at the beginning of the gas unit
and provide checkpoints to ensure that students are completing the task throughout the unit and not
waiting until the end of the unit to complete the task. Other classes may require a much more
controlled approach, where students are given a document at a time and then work together to
complete the task in class with lots of discussion. How this document based case study is used and
how much time is devoted to this task will depend upon the teacher, the level of the students and the
curriculum demands.
In addition, the teacher has some flexibility in terms of choosing which documents to include for the
students. This was done so that, if desired, teachers can remove some of the focus on content and
focus more on the critical thinking aspects of this case.
This case study, in addition to focusing on content, was also designed to be flexible to suit the needs
of the teacher, the students and the curriculum. This case study could be handed out individually,
with students completing their task independently, or could be designed for students to work in
teams. If the class is small enough, the case could also be modified such that the students break into
teams, and one team has to present the case for the defendant, one team has to present the case for
the plaintiff, and maybe have some students serve on the jury. For students in the jury, the
assignment would be to decide the case depending on the strength of the team arguments.
The teacher may want to first decide to show a video on scuba diving or safe scuba diving (see link in
the “Related Background Information” section. In addition, since the students are being called to
testify as an expert witness, the teacher may want to show a video that demonstrates this role.
Again, see link in the “Related Background Information” section.
Example of a Model
product
The student, depending in the role, would have to create a document, such as a letter, that defends
their position for who was at fault in this diving accident. As the case study is currently designed,
Sophia is at fault because she did not follow the recommended dive times, and as a result, had too
much gas dissolved in her blood, resulting in a case of decompression sickness. Students, in addition
to justifying their position, would have to explain WHY (using behavior of gases) Sophia got sick. Since
the emphasis is on content, students should explain how longer than recommended dive times
resulted in more gas dissolving in her bloodstream.
Lesson Extension
Activities
Related Background
Information and Other
Resources
One possible extension may be to have students design the dive plan that Sophia should have
followed, given the depth of her dive.
Also, may be possible to start thinking about deeper dives, concerns about humans diving below
certain depths, and travel to the bottom of the ocean. Perhaps students have to design a vessel that
travels to certain depths of the ocean. Again, the extension would depend on the teacher, the
students, and the level of content to be investigated.
All information scuba (PADI): http://www.padi.com/scuba/
Diver’s Alert Network: http://www.diversalertnetwork.org/
Prep Site: http://www.scubadiverinfo.com/2_safety.html
Should Cell Phones
be Banned?
By Dave Millis, Edgewood-Colesburg CSD
Summer 2013
Introduction
In this activity you will be placed in a hypothetical but realistic situation where you must make a decision
based on the evidence presented in this case study. The purpose of this activity is to practice and
enhance your critical thinking skills. You must address a possibly emotional issue and use only the facts
and evidence to support your decision. You must evaluate each document on its own merits.
For each document you need to:
o Determine whether it supports the new law or does not support it
o Cite the source of the document and identify their motivation
o Identify how they support their conclusion
o Determine accuracy, reliability, and timeliness of the source
o Identify cause and effect vs. correlation
o Identify fact vs. opinion
o Identify irrelevant information
o Identify any bias in the document
o Interpret any charts and graphs
Scenario
Your State legislator is considering how to vote on a new piece of controversial legislation. It would ban
all hand held electronic devices – cell phones, lap tops, iPads or other devices from being inside a moving
vehicle being driven by anyone under the age of 18. All these devices would have to be electronically
disabled (not just turned off) or stored in the trunk. The penalty for violation would be immediate
forfeiture of the device, a $300 fine, and the possibility of loss of license until age 18.
Hands free cell phone technology would be legal or phones that were electronically disabled could be
shut in the glove compartment with no violation
The bill is designed to supplement existing laws that ban texting, or talking on a cell phone while driving.
These laws are being increasingly ignored, especially by younger drivers, who are much more likely to be
involved in accidents where an electronic device is involved. The purpose of the bill is to increase public
safety for all passengers and drivers on the roads of your state. It would be the first state in the nation to
go that far, and is being watched by all other states in the country
Your legislator has scheduled a town hall meeting in each of the schools in his district to gather student
input. He has sent ahead a series of documents they are considering while making their decision.
Your task is to create a written document explaining your position on how you think your representative
should vote. Your document must include references to all the documents in the packet.
Your argument must be logical and coherent. Emotional outbursts won’t sway your legislator since they
are not sure if you can even vote. You need to examine the evidence presented carefully to make your
case.
Governor Branstad Announces Actions to Strengthen Penalties for TextingWhile-Driving and Protect Iowans on the Road
Directs DMV to Toughen Penalties for Texting-While-Driving for All Drivers
Proposes New Penalties for Texting-While-Driving for Young and New Drivers
Des Moines, Iowa (May 31, 2013)
Governor Terry Branstad today announced actions to strengthen penalties for texting-while-driving to protect Iowans on the road. The
Governor has directed the state Department of Motor Vehicles (DMV) to implement tougher penalties for texting-while-driving for all
drivers effective tomorrow and proposed new penalties for texting-while-driving for young and new drivers.
“As the past father of three teenagers, I know firsthand the importance of instilling safe practices in our young drivers who are
developing lifelong habits as they learn to navigate the road,” Governor Branstad said. “Inattention and inexperience is a deadly
combination – one this legislation seeks to deter. We are urging young and inexperienced drivers to keep their eyes on the road and
hands on the wheel, while putting stronger penalties in place for drivers of all ages who violate the law and put others in danger. No
parent should have to experience losing a child at the hands of a text message.”
Today’s actions continue to build on the Governor’s efforts to increase awareness among drivers about the dangers of texting-whiledriving. Further, statistics show that texting and using a cellphone while driving is a growing trend, whereas alcohol-related driving
has declined.
The Governor is also proposing legislation that would establish tough new penalties for young and new drivers convicted of textingwhile-driving.
The Governor's proposed legislation will impose the same penalties on drivers with probationary and junior licenses for textingwhile-driving that they now receive for speeding and reckless driving: 60-day suspensions for first convictions and revocations of 60
days (for junior licenses) or 6 months (for probationary licenses) for subsequent convictions within 6 months of the time a license is
restored after suspension.
DOT Commissioner Charese E. Yanney said, “With the increased use of mobile devices, we have all become more concerned about
safety on our highways. I congratulate Governor Branstad on his continued efforts to raise awareness about the dangers of distracted
driving and for putting increased penalties in place for those who engage in the dangerous behavior of texting while driving.”
State Senator Steve Lukan said, “Everyone knows that using your phone to make calls or text while driving is a bad combination. For
a new driver, this habit can be even more lethal. All drivers, but especially inexperienced drivers, must stay focused on the task at
hand, driving safely. This legislation builds on our State’s effort to keep our roads safe and eliminate needless distractions behind the
wheel. I commend Governor Branstad for his leadership and support on this issue. And am exploring options to require younger
drivers to store their hand held devices in the trunk of their cars while driving"
Document 1
AT&T fielded a national online survey among 1,200 teenagers aged 15-19 years old on
their driving and texting habits. The survey was conducted by SKDKnickerbocker and
Beck Research and fielded April 13-22, 2012. The survey was divided evenly among
male and female participants and included 736 interviews among Caucasian teens, 202
African-American teens and 203 Hispanic teens. All respondents have a driver’s license
or a learner’s permit and a cell or smartphone that can send and receive text messages.
The margin of error for the survey is +/- 3.1%. We have outlined the major findings in
the following executive summary.
Document 2
Highway Traffic Association
Document 3
About the Pew Research Center’s Internet &
American Life Project
The Pew Research Center’s Internet & American Life Project is one of seven projects that make up the Pew
Research Center, a nonpartisan, nonprofit “fact tank” that provides information on the issues, attitudes and
trends shaping America and the world. The Pew Internet Project takes no positions on policy issues related to
the internet or other communications technologies. It does not endorse technologies, industry sectors,
companies, nonprofit organizations, or individuals.
Methodology
This report is based on the findings of a telephone survey on teens’ and parents’ use of mobile phones and 9
focus groups conducted in 4 U.S. cities between June and October 2009 with teens between the ages of 12
and 18.
Document 4
Flipped over four-wheeler
“It was December and 75 degrees in Lynchburg, Va. My husband, Barry, decided to take a
vacation day and ride his four-wheeler on Candler’s Mountain. He was by himself.
At 11:45 a.m. I got a call from him and he said: ‘I’m glad you’re there. I’ve been in an
accident. I can’t feel my legs.’ You can only imagine what was going through my mind.
The Lynchburg Police Department met me at the entrance of Candler’s Mountain.
Fortunately, Barry was found about three hours later by one of the officers. He had broken his
back in two places, stayed in the hospital for seven days and then had major back surgery.
We no longer own four-wheelers!”
--Teresa McCrickard
Lynchburg, Va.
Deer crossing
Christine Yannes
I was driving to work at 6:30 a.m. on a rural road that goes through a state park. Three deer
ran across the road and hit my Jeep Cherokee, causing it to flip over, inflating the air bags
and leaving me trapped inside the smoking vehicle. None of the doors would open.
Fortunately I had my cell phone and dialed 911. Within minutes, the police and paramedics
arrived. I had cracked ribs from the airbags and minor cuts from the broken glass.
Someone convinced me to get a cell phone and I finally caved. I’m so glad.
-- Christine Yannes
White Haven, Pa.
Document 5
Is any text message worth dying over? Sixteen-year-old Kayla Preuss died of head injuries when
she lost control of her car and slammed into the center median. Phone records show Preuss was
texting just before the accident.
According to a recent survey, 46% of 16- and 17-year-olds admit to
text messaging while driving. That's a frightening statistic, considering AAA found that the risk for a
car accident increases by 50% for those who text while driving. Currently, six states have jurisdictionwide bans on driving while talking on a handheld cell phone, which includes text messaging,
according to the Insurance Institute For Highway Safety. Overall, 23 other states have a texting ban-and many other states have introduced legislation to ban this dangerous practice. In fact, a recent
survey found 89% of Americans want texting while driving outlawed. Here are just a few others
who've died as a result of texting and driving.
Bailey Goodman, 17, was killed along with four of her fellow
cheerleaders when she swerved into oncoming traffic, hit a
tractor-trailer and her SUV burst into flames. Five days earlier, the
five teenagers had graduated from high school. Two minutes
before the crash was reported, her phone was used to send a text
greeting to a friend.
John Breen
Written by Teresa Breen-JB’s Mom
My son, John Breen-Jb as we called him, thought he was invincible. He was 23, a United States Marine and he
was about ready to deploy to Afghanistan. He was will to sacrifice his life for our country. I wasn’t the war that
took JB from us It wasn’t a bullet or a bomb it was a text sent on a little 2’X4” box.
JB spent March 15, 2009 with his family in St. Francisville Il. Before deploying to Afghanistan. That night,
while driving, JB was texting with a friend. He lost control of his vehicle and veered off the road. He was
ejected from the vehicle and died from a massive skull fracture.
JB left behind parents, a brother, and countless friends who will miss him terrible. But what hurst most, Jb has
a beautiful little two-year-old little girl who will never fully understand what an amazing man her daddy was.
Document 6
NHSTA Fatality Analysis Reporting System’s Query Tool. I asked for the number of vehicles/drivers involved in fatal crashes 2010,
broken down by distractions just prior to the crash.
Document 7
Blog
04/07/2013
Texting and Driving: Is That You and Is That Ethical?
Bioethics Discussion Blog
The content of this thread is about the ethics of
texting when driving and my visitor’s views on this
currently common activity. When one reads the
statistics available regarding the extent of the
texting while driving activity and the known
statistics of the outcomes of distracted
driving, unless my visitors represent a special
statistical outlier population, it could be
reasonable to consider that half of my visitors are
out
there texting and driving. Am I correct?
OK..what are the statistics? According to the article in the March 28 2013 issue of USA Today as
extracted: Forget teenagers. Adults are the biggest texting-while-driving problem in the USA. What’s worse
— they know it’s wrong.Almost half [49%] of all adults admit to texting while driving in a survey by AT&T
provided to USA TODAY, compared with 43% of teenagers. More than 98% of adults — almost all of them —
admit they know it’s wrong. Six in 10 say they weren’t doing it three years ago.”I was a little bit surprised,”
Charlene Lake, AT&T’s senior vice president-public affairs, says of the survey of 1,011 adult drivers. “It was
sobering to realize that texting while driving by adults is not only high, it’s really gone up in the last three
years.”
Though statistics of death and injuries are not yet available regarding the activity of texting itself which is
considered as distracting driving, according to US Government statistics ”in 2011, 3,331 people were killed in
crashes involving a distracted driver, compared to 3,267 in 2010. An additional, 387,000 people were injured
in motor vehicle crashes involving a distracted driver, compared to 416,000 injured in 2010. 18% of injury
crashes in 2010 were reported as distraction-affected crashes.” It appears that repeated texting while driving
can be a habit of major health significance such as smoking, excess alcohol or illicit drug use. With regard to
the ethics, an activity or decision is ethical if the consequences can be shown to be an ethical “good” not a
“bad” to an individual and if pertinent to others and society. An example of an ethical “good” would be an
activity which is of value to the individual or others without causing harm or that the value is of such a
magnitude that it would easily trump the degree of harm which might occur. It is hard to argue that texting
while driving is an ethical “good”. but what do you think? And if you text while driving tell us how you
personally look at this activity. Is this a habit of yours and if you think it is a bad habit do you feel motivated to
break it?
You are writing anonymously, so speak up! ..Maurice.
Document 8
It Is Time For A 'Parental Control, No Texting While Driving' Phone
Todd Wilms, SAP
The statistics for the number of deaths and life-altering accidents for our
younger drivers are staggering. Texting while driving causes 11 teen deaths
EVERY DAY. That is 11 families, schools, and communities that are forever
missing children, classmates, teammates, and that great kid next door because
they took that 5 seconds it takes to text that they were running late, or
whatever not-so-important message they sent. Additionally texting . . .
. . . Causes 25% of all accidents, totally 1.6M per year (Nat’l Safety Council)
. . . Causes 330,000 injuries per year (Harvard Center for Risk Analysis
Study)
. . . Is 6x more dangerous than driving while intoxicated (NHTSB)
. . . Is still legal in 11 states to text while driving; only 10 fully prohibit cell phones while driving
. . . Is not a teen-only problem with 47% of adults admitting to texting while driving (Washington Post, May 2012)
Phone Restrictions:
It is time for the major cell phone manufacturers to create a parental controlled, no-texting-while-driving smartphone. There are
several apps that will cut off the keyboard when the GPS shows the phone moving over a certain speed. However, this requires
parents to know about, download and install, and manage these applications – usually for their children who are smarter and more
adept at turning these features off than they are. Now, imagine the new iPhone or an Android phone with a built-in, parental-locked,
no-texting feature on the phone. Upon setup, parents lock the phone when it is traveling over a certain speed – the phone can even put
an “I’m driving” auto-reply to all texts coming in. For our teens, who is typically paying for the phone? Parents.
Parents would flock to purchase a safe phone for their kids – even paying extra for these features. We have kids in helmets to cross
the streets these days. Parents will pay.
It would be a marketing win for these companies – the saving-our-teenage-drivers phone company. The goodwill generated for these
companies would only be matched by the market-share they would take over.
TEACHING NOTES – Dave Millis, Should Cell Phones be Banned?
Of the 8 documents 3 (1,3,5) support the ban on hand held devices in the car with a minor driving because of
1.
frequency of minors driving while distracted by hand held devices
2.
severity of some of the accidents caused by distracted driving
3.
most effective means of preventing teens from driving while distracted
Documents 2,4,6 do not support the ban on hand held devices in a vehicle due to:
1.
an actual drop in traffic deaths despite large increases in cell phone use
2.
a small percentage of actual distractions caused by cell phone
3.
the potential benefit of cell phones to be used in emergency situation in a vehicle
Documents 7 & 8 are neutral and or slightly ambiguous. They provide statistics on the consequences of teens distracted
by cell phones while driving but end up posing questions of personal choice and responsibility(doc 7) or posing questions
about the possibility of technological solutions to the question.
While the 8 documents presented try and include material for all reading and ability levels there are 11 other documents
that can be substituted at the discretion of the instructor. These documents may be preferable in certain circumstances
to provide variety, or different individual tasks to more students or class sections.
To help scaffold the students up to some basic critical thinking skill. There are two sets of cards that can be reproduced
for students. A class discussion of each one would be extremely helpful for the students
Perhaps you could start with a basic explanation, then have the students ake up an example of their own, and finally use
them to identify which documents require each skill. I some cases more than one critical thinking skill is required in the
same document.
Also included are Several editorial cartoons or posters that can be added again for variety or used specifically for
students whose reading level is limited.
What’s Making Trevor Sick?
By Kristen Turner and Retha Prescod
Summer 2013
Introduction:
This activity was designed to develop your skills in critical thinking, problem solving, reasoning, and
written communication. The situation you will encounter is hypothetical, but realistic. After analyzing
and evaluating a series of documents from various sources, you will prepare a written response based on
evidence provided in the documents.
Scenario:
Trevor’s parents have been divorced for five years. Trevor’s mother, Diane, has primary custody and
takes great pride in maintaining a healthy lifestyle for her family. They are physically active and Diane
prepares meals consisting of fresh vegetables, fruits, whole grains, low-fat dairy products, and lean
protein. Trevor is fifteen years old, is involved in sports, and has had no major health concerns until six
months ago. Trevor has now been diagnosed with Crohn’s disease. Diane shared Trevor’s diagnosis with
her sister, Sally, who indicated that she would do some research to see if she could find some answers.
Diane received a letter from Sally which sited various claims regarding Genetically Modified food as a
cause for the disease. Diane is now convinced that the Crohn’s disease has been caused by the GM food
they have been unknowingly consuming. Trevor’s father disagrees with his ex-wife and is convinced that
this diagnosis stems from a virus that infected Trevor eight months ago. You are Trevor’s sibling and it is
your job to evaluate the claim that eating Genetically Modified foods has caused your brother’s Crohn’s
disease. It’s important that you intervene before your parents let this disagreement escalate into WW III.
Be sure to use the evidence to support your decision as you want both of your parents to use logic, and not
emotion, to discuss this issue.
Claims:
1) Crohn’s disease is a direct result of the consumption of Genetically Modified foods.
2) GM soy and corn products are in almost every food.
3) GM foods are not safe for human consumption.
Questions:
When analyzing your documents, please address the following questions:
 What evidence supports the claim that GM foods cause Crohn’s disease?
 What evidence refutes the claim that GM foods cause Crohn’s disease?
 After analyzing the documents provided, what is your final conclusion?
Performance Task:
Based on the evidence, you will write a letter to your Aunt Sally, who maintains a good relationship with
both of your parents, as to whether or not you believe that GM foods cause Crohn’s Disease.
July 12, 2013
Dear Diana,
Hello Diana! How are you? I know it’s been a while
since I’ve written you and the family, but I have been
so busy with work due to the new promotion. How are
things going with you and Trevor? Have any of the
medications given him some relief? I thought you might be interested in the information that I
found in several blogs. Apparently, there is possible evidence linking Genetically Modified
foods to an increase in Crohn’s disease.
One blog claimed that the number of Crohn’s disease cases has risen as a result of the
increased use of Genetically Modified produce; as well as increased use of pesticides, bovine
growth hormones, and antibiotics. Secondly, there are GM soy and corn products in almost
every food we eat; even products that don’t contain soy products such as fruits and
vegetables. They contain modified genes and therefore could be putting families at risk. That
is something to think about Diana! Finally, there was a claim that Crohn’s disease and several
other gastrointestinal disorders are directly related to the chemicals found in certain foods.
These chemicals are often used as cheap fillers or to enhance the flavor of some foods; and for
people with digestive diseases, these chemicals upset their stomachs, inflame their colon,
irritate their bowels and can lead to colon cancer!!!! To top it off, manufacturers are not
required to put labels on their product indicating that they contain GMOs.
I know I have often been considered an alarmist, but there has to be some truth to this
because these claims are popping up everywhere. I think you should go online and pull up
some of these blogs yourself and maybe you will be as convinced as I am about the issues
surrounding Genetically Modified foods. Review this information and let me know what you
think! I am looking forward to seeing you in August!
Your loving sister,
Sally
"Biotech enables farmers to create hybrid plants more quickly. And the scientific
data show that biotechnology can result in healthier foods and be better for the
environment. Biotech foods could improve food yields by up to 25 percent in the
developing world and feed the more than three billion people to be born in the next
three decades. This will save forestland, reduce the use of chemical pesticides and
provide a higher standard of living for everyone, whether in the U.S. and Europe or
in places like Sub-Saharan Africa and other developing regions."
Tommy G. Thompson, Secretary of Health and Human Services
Biotechnology and Humanity at the Crossroads of a New Era
February 11, 2002
"These (biotech crop) varieties have 50 percent higher yields, mature 30 to 50 days
earlier, are substantially richer in protein, are far more disease and drought
tolerant, resist insect pests, and can even out-compete weeds. And they will be
especially useful because they can be grown without fertilizer or herbicides, which
many poor farmers can't afford anyway."
Mark Malloch Brown, Administrator
United Nations Development Program
Human Development Report 2001
July 10, 2001
"I believe the world will be able to produce the food needed to feed [its] projected
population of 8.3 billion by 2025. ...But it cannot be attained without permitting use
of technologies now available, or without research...including biotechnology and
recombinant DNA."
Norman Borlaug, 1970 Nobel Prize Recipient
"We Need Biotech to Feed the World," The Wall Street Journal
December 6, 2000
Increase in Inflammatory Bowel Disease resulting in Chronic
Constipation, Crohn’s Disease and Gastroesophageal Reflux
Inflammation causes many chronic diseases. The rates of chronic diseases have been increasing
drastically since GMOs were introduced to public. The figures below show increase in inflammation rate,
the rate of chronic diseases such as constipation, gastroesophageal reflux, Crohn's disease and diabetes.
1. Are foods from genetically engineered plants regulated by FDA?
Yes. FDA regulates the safety of foods and food products from plant sources
including food from genetically engineered plants. This includes animal feed, as
under the Federal Food, Drug, and Cosmetic Act, food is defined in relevant
part as food for man and other animals. FDA has set up a voluntary
consultation process to engage with the developers of genetically engineered
plants to help ensure the safety of food from these products.
2. Which foods are made from genetically engineered plants?
The majority of genetically engineered plants - corn, canola, soybean, and
cotton - are typically used to make ingredients that are then used in other food
products. Such ingredients include cornstarch in soups and sauces, corn syrup
as a general purpose sweetener, and cottonseed oil, canola oil, and soybean
oil in mayonnaise, salad dressings, cereals, breads, and snack foods.
3. Are foods from genetically engineered plants more likely to (1) cause
an allergic reaction or (2) be toxic?
The foods we have evaluated through the consultation process have not been
more likely to cause an allergic or toxic reaction than foods from traditionally
bred plants.
4. Are there long-term health effects of foods from genetically engineered
plants?
Foods from genetically engineered plants that have been evaluated by FDA
through the consultation process have not gone on the market until the FDA’s
questions about the safety of such products have been resolved.
June 26, 2013 LOGIN | SIGN UP FOLLOW
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Home » biotech foods » Genetically Modified Foods Pose Huge Health Risk
HEALTH
Genetically Modified Foods Pose Huge Health Risk
By IRT, Wed, May 20, 2009
LOS ANGELES -- This week, the American Academy of Environmental Medicine (AAEM) called on
“Physicians to educate their patients, the medical community, and the public to avoid GM (genetically
modified) foods when possible and provide educational materials concerning GM foods and health risks.”
They called for a moratorium on GM foods, long-term independent studies, and labeling. AAEM’s
position paper stated, “Several animal studies indicate serious health risks associated with GM food,”
including infertility, immune problems, accelerated aging, insulin regulation, and changes in major organs
and the gastrointestinal system. They conclude, “There is more than a casual association between GM
foods and adverse health effects. There is causation,” as defined by recognized scientific criteria. “The
strength of association and consistency between GM foods and disease is confirmed in several animal
studies.”
Worst finding of all—GMOs remain inside of us
The only published human feeding study revealed what may be the most dangerous problem from GM
foods. The gene inserted into GM soy transfers into the DNA of bacteria living inside our intestines and
continues to function. This means that long after we stop eating GMOs, we may still have potentially
harmful GM proteins produced continuously inside of us. Put more plainly, eating a corn chip produced
from Bt corn might transform our intestinal bacteria into living pesticide factories, possibly for the rest of
our lives.
When evidence of gene transfer is reported at medical conferences around the US, doctors often respond
by citing the huge increase of gastrointestinal problems among their patients over the last decade. GM
foods might be colonizing the gut flora of North Americans.
Teaching Notes for: “What’s Making Trevor Sick?”
Retha Prescod and Kristen Turner
Intended
Audience
Check all that apply…
th
 9 grade
 general audience
th
 10 grade
 advanced audience
th
 11 grade
th
 12 grade
National, State,
Local Standards
Addressed by
this task
Essential Concept and/or Skill: Think critically and logically to make the relationships between
evidence and explanations.
Implementation
Considerations
and PreRequired
Knowledge
Time Required
The students should be familiar with basic principles of genetic engineering.
The task will prepare students for analyzing information from different sources to determine their authenticity
as well as help them determine if there is a direct correlation and/or causation between sources and pieces of
evidence presented.
Teaching
Methods &
Classroom
Procedures
Example of a
Model product
Lesson
Extension
Activities
Related
Background
Information
and Other
Resources
Check all that apply…
☐ general science
 biology
☐ earth science
☐ chemistry
☐ physics/phys science
 biotechnology
 environmental science
Essential Concept and/or Skill: Communicate and defend scientific procedures and explanations.
Students should be given a minimum of one 45 minute class period to review the documents. Additional class
time may be given to allow the students to complete the letter or prepare for a debate/discussion. A minimum
of two forty minute class periods may be necessary if the required is not assigned as homework.
Each student will have a copy of the documents but will work on the product as a group.
Students will work in small groups (groups of three are ideal; groups no larger than 4 are suggested)
Students will present a document as a group for peer and teacher review.
Student will create a letter that effectively communicates a decision of whether or not the claims of GMO foods
are harming us based on the documents provided.
Alternate products may include the following:
1. A role play of the family discussion communicating Trevor’s decision to the aunt based on the documents
provided.
2. Debate – With groups of students choosing to side with the Aunt or Trevor’s father utilizing evidence they
have researched online.
Advanced students can do further research on the topic and present their own arguments as individuals for a
grade or it can be assigned for extra credit points to regular education students that are interested in furthering
their knowledge on genetically modified organisms.
Students can design a school-wide marketing campaign in support or against the use of GMO’s and present it
for review to the school board to encourage them to carefully consider the foods they purchase for student
consumption.
http://www.ccfa.org/what-are-crohns-and-colitis/what-is-crohns-disease/
http://digestive.niddk.nih.gov/ddiseases/pubs/crohns/#causes
http://blog.sfgate.com/smellthetruth/2013/05/14/smoking-marijuana-cured-crohns-disease-with-no-sideeffects-new-study-shows/
http://books.google.com/books?hl=en&lr=&id=lP3zemjVc8QC&oi=fnd&pg=PA153&dq=safety+of+gmos&ots=_lg
nhLs_JR&sig=hejHFF36g5-xsuz3AOQtdYkGBrs#v=onepage&q=safety%20of%20gmos&f=false
http://www.gmocompass.org/eng/safety/human_health/41.evaluation_safety_gm_food_major_undertaking.html
http://en.wikipedia.org/wiki/Genetically_modified_food_controversies
http://www.foodsafetynews.com/2013/06/study-says-gmo-feed-may-harm-pigs/#.Ue1Yd8so7cs
http://grist.org/food-safety/2011-05-16-what-we-know-and-dont-know-about-the-safety-of-eating-gmos/
Designed by M. Griffin, E. Hall & C. Walter. Summer 2012