IO Project

Activity

Kick Off the Project With Your Students Guest speaker about chemical weapons. Discussion about the conficts in the world today and dangers to us in Canada. Visit the center for chemical and biological protection in Suffield
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Activity

Create the Invitation

Chemical and biological weapons are a very real danger in the world today. With mounting tensions we need to be aware of the implications of war and the use of chemical and biological agents, and how we can protect ourselves from this threat.

Identify which chemical and biological agents you think pose the greatest threat to Canadians. Use your chemistry and biology knowledge to support your opinion.

We have been invited to a Chemical and Biological Protection Center for Canada's Department of National Defense to help us in our search for information.

In addition, we will look at the world issues surrounding international conflict and weapons capabilities.
Do you think that the US Star Wars initiative would be a useful defensive strategy? You will evaluate whether or not this could be a viable defensive option for Canada and provide an informed opinion about Canada's involvement in the program.

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Task

Presentation

Create a web page or multimedia presentation to present your opinion to the class and support your choice. Your proposal will be presented to the class and will also be sent to the Canadian Government's Department of National Defence and local politicians.

You will complete an individual assessment and a group assessment of your project work as well as receiving feedback from me. Keeping this in mind, take a look at the assessment rubric periodically to make sure you are on the right track.

Students will use multimedia software to create their presentation, and access the assessment rubric via the internet.

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Task

Analyze and organize your information

Identify which chemical and biological agents you think pose the greatest threat to Canadians. Use your chemistry and biology knowledge to support your opinion. Consider the following questions.

- What are the chemical reactions involved in the use of these chemical weapons?
- Why are they so threatening?
- Why is defence against them important for Canadians?
- Is there a chemical reaction involved in treating exposure to these agents?

Students will have the chance to use technology to organize the infomation they have gathered and help them analyze it and formulate a conclusion.

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Task

Background Research

Chemistry:
Research the different types of chemical and biological agents as background information for your presentation. Some different information you may want to look for may include:
- Why is each type of chemical/biological agent so threatening?
- What are the effects of each agent on humans, animals and the environment?
- Explain the biological effects on the body that result in the presentation of symptoms.
- What are the special properties of each type of chemical/biological weapon?
- Is there effective & secure containment set up?
- How do we dispose of & destroy chemical/biological agents?
- Treatment to exposure...is there a chemical reaction involved?
- What are the chemical reactions involved in the use of chemical weapons?
- How can we protect ourselves?
-How can chemical agents be used for our benefit? (ie; mustard gas is a precursor of chemotherapy agents)

Come up with 1-2 questions per group to find the answers to on our trip to the Chemical & Biological Defense Center. Include this information in your final presentation.

Social Studies:
In preparation for your Debate, research the following information.
-How does the fact that chemical agents can pass in the air and in water influence international interdependency?
-Do chemical wepaons promote national self-interests at the expense of global security?
-What role has Canada played in Chemical weapon use/production in the past? (ie; Canada produced mustard ga in WWI, other agents in WWII, and Agent Orange for Vietnam)
-Do you think that the US Star Wars initiative would be a useful defensive strategy?
-Does Canada's decision of whether or not to support Star Wars stem from its defensive effectiveness, or from supporting the US (we don't want to upset our biggest trade partner)?

Students will use the internet to research background information and access discussion forums in online communities to share and seek diverse perspectives and opinions.

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Task 1: Background Research

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Chemical Content	The relationship of chemical weapons to humans, other organisms and/or systems is not addressed. Consequences of this issue are absent. Solutions and/or recommendations are absent or confusing.	The relationship of chemical weapons to humans, other organisms and/or systems is vague, confusing. Consequences of this issue are vague, confusing. Solutions and/or recommendations are absent or inappropriate.	The relationship of chemical weapons to humans, other organisms and/or systems is addressed. At least one consequences of this issue is presented. One general solutions and/or recommendation is presented.	The relationship of chemical weapons to humans, other organisms and/or systems is addressed. Short and long term implications of this issue are presented. One or two appropriate solutions and/or recommendations are presented.
Personal Management Skills	Requires excessive teacher intervention and supervision Unable to manage time or behavior Requires constant supervision	Requires frequent teacher intervention and supervision Frequently unable to manage time or behavior Needs frequent teacher intervention	Sometimes needs to be reminded to attend to tasks Does not take the initiative to ask for help when needed Fairly responsible Behavior requires some supervision	Rarely needs reminders to stay on task Takes the initiative to ask for assistance when needed from peers and teacher Generally responsible Behavior requires minimal supervision
Effective Use of Technology	Students select information from one source to collect information	Students select information from two sources to collect information	Students select information from two or more appropriate sources to gather information	Students select information from a variety of appropriate sources to gather information
Biological Content	The relationship of biological weapons to humans, other organisms and/or systems is not addressed. Consequences of this issue are absent. Solutions and/or recommendations are absent or confusing.	The relationship of biological weapons to humans, other organisms and/or systems is vague, confusing. Consequences of this issue are vague, confusing. Solutions and/or recommendations are absent or inappropriate.	The relationship of biological weapons to humans, other organisms and/or systems is addressed. At least one consequences of this issue is presented. One general solutions and/or recommendation is presented.	The relationship of biological weapons to humans, other organisms and/or systems is addressed. Short and long term implications of this issue are presented. One or two appropriate solutions and/or recommendations are presented.
Biological Effects on the Body	The symptoms of each type of chemical/biological agent are not described in relation to their effect on body systems.	The symptoms of each type of chemical/biological agent are described at a basic level in relation to their effect on body systems.	The symptoms of each type of chemical/biological agent are described in relation to their effect on body systems.	The symptoms of each type of chemical/biological agent are clearly described in relation to their effect on body systems.

Task 2: Analyze and organize your information

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Problem Solving	Limited demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems	Adequate demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems	Good demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems	Extensive demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems
Organization of Information	Arrangement of details and ideas is confusing Unclear relationship between ideas	Arrangement of details and ideas is unclear Few ideas are connected	Details and ideas are generally arranged in order Most details support the concluding solutions and recommendations	Details and ideas are orderly arranged All details support the concluding solutions and recommendations
Validation of Resources	Resources are not validated. Resources are omitted from the final presentation.	Few resources are validated by crosschecking information. Resources are included in the final presentation.	Some resources used are validated by crosschecking information and validating the source of the information. Resources are properly cited and included in the final presentation.	All resources used are validated by crosschecking information and validating the source of the information. Resources are properly cited and included in the final presentation.

Task 3: Presentation

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Effective Use of Technology	Students do not use a multimedia presentation for their proposal	Students use a multimedia presentation for their proposal : but design elements interfere with communication	Students use a multimedia presentation for their proposal : design elements are appropriate for communication	Students usa a multimedia presentation/web page : design elements enhance and support communication
Presentation of Information	Presentation is disorganized and does not offer additional information. Limited knowledge of chemical/biological afents and their effects. Recommendation implies minimal understanding of the issue.	Presentation is disorganized and does not offer additional information. Knowledge of chemical/biological agents and their effects. Recommendation is discussed, but is not a practical solution.	Presentation is professional, organized and informative, but does not offer additional content. Demonstrated knowledge of chemical/biological agents and their effects. Recommendation is practical and clearly discussed.	Presentation is professional, organized, and informative offering more content than can be seen on the page. Extensive knowledge of chemical / biological agents and their effects is evident. Recommendation is practical, thoroughly thought out and clearly discussed.
Web Page Impression	Web page is disorganized and elements interfere with the information being presented. Spelling and grammar are inadequate.	Web page is organized, but some elements interfere with the information being presented. Spelling and grammar are inadequate.	Web page is organized and attractive, but some elements detract from the information being presented. Spelling, grammar and layout are considered.	Web page is clearly organized, attractive, and elements add to the meaning of the information. Spelling, grammar and layout are clearly considered.

Task 4: Societal Impact

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Understanding of Topic	The student did not show an adequate understanding of the topic	The student appeared to understand the main points of the topic and presents them with ease.	The student clearly understands the topic indepth and presents information with ease.	The student understands the topic indepth and presents information forcefully and convincingly.
Presentation Style	The student's presentation style did not keep the attention of the audience.	The student used limited gestures, eyecontact, tone of voice, and a level of enthusiasm in a way that kept the audience's attention.	The student used gestures, eyecontact, tone of voice, and a level of enthusiasm in a way that kept the audience's attention.	The student consistently used gestures, eyecontact, tone of voice, and a level of enthusiasm in a way that kept the audience's attention.
Information	Information had several inaccuracies or was not clear.	Most information presented in the debate was clear and accurate, but not thorough.	Most information presented in the debate was clear, accurate, and thorough.	All information presented in the debate was clear, accurate, and thorough.
Use of Facts/Statistics	Every point was not supported	Every major point was supported with facts, statistics, and/or examples, but the relevance of some was questionable.	Every major point was adequately supported with facts, statistics, and/or examples.	Every major point was well supported with several facts, statistics, and/or examples.
Respect for Other Team	Statements, responses, and/or body language were consistently not respectful.	Most statements and responses were respectful and in appropriate language, but there are sarcastic remarks.	Statements and responses were respectful and used appropriate language, but some body language was not.	All statements, body language and responses were respectful and in appropriate language.
Rebuttal	Counter-arguements were not accurate and/or relevant.	Most counter-arguemetns were accurate and relevant, but several were weak.	Most counter-arguements were accurate, relevant, and strong.	All counter-arguements were accurate, relevant and strong.