A Bird Flu Journey Teacher's Page
A WebQuest for Middle School or Junior High, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University
Avian Influenza has been a major news topic. It appears to be a growing world problem. This WebQuest encourages students to research the disease and it should cause them to think about many of the headlines that we see in the media. This WebQuest is not intended to scare young people. It presents information about the disease in a straightforward manner allowing them to make informed opinions about the actual dangers.
Step 1: Students visit the links below to learn about bird flu.
Step 2: Students work singly or in a small group to create a poster that will inform friends about one of these:
- How to protect yourself from Bird Flu
- Proper handling and food safety of poultry meat products
- Can Bird Flu affect your pet?
- What are we doing about Bird Flu in Wild Birds?
- Is there going to be a Pandemic?
- How do poultry farms use biosecurity to avoid the disease?
- The different kinds of Bird Flu.
Step 3: Students print out maps of the eastern and western hemispheres. Locate and identify on your maps all of the countries that currently have high pathogen Bird Flu.
Step 4: Students view three video clips and look for vulnerabilities to Avian Influenza.
Clip 1 - Wild geese on a farmer's pond - shows wild migratory geese on a farm pond
Clip 2 - Poultry at an auction - shows various poultry being sold at an open air auction
Clip 3 - A turkey farm - shows turkeys in a commercial turkey house
Of course all three have vulnerabilities - migratory birds can certainly carry the flu virus, birds sold at open air auctions move from farm to farm for easy spread of the virus and the commercial turkey house typically has excellent biosecurity but if the virus gets into large flocks, it spreads very quickly.
Rubric For Bird Flu Projects
Bird Flu Poster
Poster demonstrates strong understanding of the problem and includes adequate documentation.
|Poster demonstrates some understanding of the problem and includes adequate documentation.
||Poster demonstrates little understanding of the problem and includes inadequate documentation.
|Bird Flu Map
||Maps are complete and include the latest countries with Bird Flu.
||Maps are mostly correct.
||Only one map attempted.
||No attempt at mapping.
||Paper meets all listed criteria and is very well written and demonstrates an understanding of the problem.
||Well written but does not follow all written criteria or does not demonstrate a true understanding of the problem.
||Paper is poorly written and demonstrates limited understanding of the problem.
||No attempt to follow criteria. No understanding demonstrated.
National Education Standards
- Understand how to use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective.
- Understand how to analyze the spatial organization of people, places and environments on Earth's surface.
- Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
- Students use technology to locate, evaluate and collect information from a variety of sources.
- Students use technology tools to process data and report results.
- Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
- Students use technology resources for solving problems and making informed decisions.
- Students employ technology in the development of strategies for solving problems in the real world.
Personal and Social Perspectives
- Personal and community health
- Environmental quality
- Natural and human-induced hazards
- Science and technology in local, national, and global challenges
COMMON CORE STANDARDS
Language Arts: Writing Sec. 7
This page was developed by Lyndon and the late Barbara Irwin and is maintained by Missouri Farm Bureau. Please address questions to Diane Olson at Missouri Farm Bureau.