Students will complete a case study project on various topics within the Biology 30 curriculum. They will work in groups to research and develop case studies, providing proper citations and analysis. There will be opportunities for peer and teacher feedback as students progress through drafts and revisions. Finally, students will present their case studies at an exhibition for parents and peers to demonstrate their learning.

1. Biology 30 Case Study Project

2. What will your students produce? Students will choose from many topics within the Biology 30 curriculum and produce a case study to be presented at the end of the course as a review.

3. List the core concepts in your subject area. Nervous system, endocrine system, senses, reproduction, fertilization/pregnancy, mitosis/meiosis, mendelian/molecular genetics, population dynamics and community interactions

4. What might Exhibition look like? Classroom could be setup in stations where parents/peers can move through discussing case studies with the students.

5. What content do you want your students to learn by doing this project? Biology 30 program of studies; proper research techniques, proper data analysis and interpretation, and data authentication;

6. What scaffolding needs to take place? What are the intermediate deliverables? Students would be provided a timeline of when their initial (individual) proposals are due, when peer review would take place and when teacher review would occur.

7. How might technology be integrated? Students can create the case study in ppt, they can make it available in itunes through pod capture, create a website, advertising for potential exhibition

8. What possible community connections are there? Students can reach out to medical professionals, there is potential for an exhibition of diagnostic talents to peers/parents

9. What is the projected timeline/calendar for this project? It could be done as a full semester project that would need to be completed for the last couple weeks of school. It could also be done for each specific unit and be presented for unit review.

10. What are the opportunities for draft, critique and revision? How will the work be accessed for critique? How are the students accountable for drafts and revisions? Students will work in groups of 2 or 3. Each student will be responsible for developing a case study proposal which will then be discussed by group members. Each group will then decide upon one case study to focus on. Eventually each group would come together with another group to review/critique/revise the case study. Finally students will set up a time to do a review with the teacher.

11. How will students be assessed? Rubric/peer&public review/exhibition

12. Ideas Students can create pamphlets outlining symptoms and treatments; weebly Create posters ie: neurons indicating area of damage, negative feedback chart for hormonal control, Students could try to connect with medical students; develop relationship with U of Calgary See if we can get U of C dept of medicine to present cases to class; connect with parents that may be able to help with this See if any students are interested in doing a special project in building a program involving U of Calgary and High School Biology class. Create rubric that can be used throughout the building process ie: include such things as the peer review process (was it helpful, insightful, constructive or was it just an easy answer), individual proposal, group decision on a case (how did they come to that decision), the review presentation with the teacher (were they able to support their info), authenticity of the data (citation) Exhibition: have something for individuals to do at the station