Download Expert Pack: Bacteria and Viruses

Expert Pack: Bacteria and Viruses
Submitted by: In partnership with New York State Education and Nevada Virtual Academy
Grade: 5
Date: June 2015
Bacteria and Viruses
Fighting for Survival: Germs, Pestilence, and Your Body
Texts/Resources
Book(s)
1. The Surprising World of Bacteria with Max Axiom, Super Scientist
2. Understanding Viruses with Max Axiom, Super Scientist
Article(s)
3. Just What the Doctor Ordered
4. Final Push
5. Meet the Microbes.
6. Mining Medicine from Poop.
Infographic(s)
7. “A Study of Vaccines”
Other Media
8. Why Some People Evade Colds and Others Don’t
9. (Video) How Flu Viruses Attack See how a flu virus attacks, mutates, and becomes contagious—
perhaps resulting in an outbreak or even pandemic.
10. (Video) Ask Smithsonian: What’s the Difference Between Bacteria and Viruses?
11. (Interactive Reading with Videos) “The Littlest Organism”
Each expert pack contains a variety of selections grouped to create as coherent and gradual a learning process for students as possible,
generally beginning with lower levels as measured by quantitative and qualitative measures, and moving to more complex levels in the
latter selections. This graduated approach helps support students’ ability to read the next selection and to become ‘experts’ on the topic
they are reading about.
Refer to annotated bibliography on the following pages for the suggested sequence of readings.
Rationale and suggested sequence for reading:
Students begin with a National Geographic video detailing how germs spread. The narration of and images from
the video support the introduction of the complex vocabulary and provide a detailed account to introduce
germs and how humans spread them. Next, students read the concrete “Meet the Microbes,” where they
encounter vocabulary from the video through straightforward information about what a germ is, their
categories (including bacteria and virus). Students are also introduced to how we can combat germs, through
immunization, immunity, and antibiotics. To underscore the information and vocabulary from the text, students
then view the brief video Ask Smithsonian: What’s the Difference Between Bacteria and Viruses? This also
zeroes the focus on the differences between bacteria and viruses. At this point, students have acquired enough
foundational vocabulary to tackle the Max Axiom graphic magazines, beginning with The Surprising World of
Bacteria with Max Axiom, Super Scientist, which provides a deeper dive into the complexities of bacteria. This
builds on the internal spread of germs first seen in the National Geographic video, as Max Axiom travels through
the body. After this magazine, students read the Understanding Viruses with Max Axiom, Super Scientist.
Student knowledge of bacteria from Max’s previous adventure is critical here, as students learn about the
connection, not just the differences, between viruses and bacteria. At the conclusion of the graphic texts,
students read and listen to Why Some People Evade Colds and Others Don’t, which reinforces how germs
spread, expands student knowledge about immunity, and introduces the process genes may play in illness.
Moving into the medical examination of germs and their positive implications, students read “Mining Medicine
from Poop,” which revisits how bacteria can help us. At this point students explore a pair of texts, returning to
the concepts of disease spread and combat: the first, Just What the Doctor Ordered, about children and polio in
the 1950s US, addresses the virus and vaccination; and the second, Final Push, addresses the near-global
eradication of polio, and again provides students with graphics about how disease affects the body. Students
next engage in interactive work with the infographic/timeline “A Study of Vaccines,” where students, armed
with vocabulary and understanding of how diseases spread, can explore the history of this process. Finally, (and
if time is limited, this can replace the previous activity), students engage in another interactive web experience
with “The Littlest Organism”, by clicking through a slide show with accompanying video and colorful graphics
designed to engage, educate, and wrap-up understanding.
The Common Core Shifts for ELA/Literacy:
1. Regular practice with complex text and its academic language
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Building knowledge through content-rich nonfiction
Though use of these expert packs will enhance student proficiency with most or all of the Common Core Standards, they focus primarily
on Shift 3, and the highlighted portions of the standards below.
College and Career Readiness Anchor Standards for Reading Literary and/or Informational Texts (the darkened
sections of the standards are the focus of the Expert Pack learning for students):
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
10. Read and comprehend complex literary and informational texts independently and proficiently
Content Standard(s):
NGSS
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the
environment.
Annotated Bibliography
and suggested sequence for reading
N/A
How Flu Viruses Attack
Author: National Geographic
Genre: Video
Length: 4 minutes 20 seconds
Synopsis: See how a flu virus attacks, mutates, and becomes contagious—perhaps resulting in an
outbreak or even pandemic.
Citation: How Flu Viruses Attack [Video file]. National Geographic. Retrieved February 27, 2015, from
http://video.nationalgeographic.com/video/swine-flu-overview-vin
Cost/Access: $0.00 http://video.nationalgeographic.com/video/swine-flu-overview-vin
Recommended Student Activities: Wonderings
850L
Meet the Microbes
Author: Read Works
Genre: Informational
Length: 1,102 words
Synopsis: In “Meet the Microbes,” the author describes the four most common disease producing germs and
explains how they invade the body, how the body’s immune system protects against the invading germs, and
how to protect yourself from illness caused by germs. The four most common disease-producing germs (viruses,
bacteria, fungi, and protozoa) are explained separately in a numbered list.
Citation: Meet the Microbes [Video file]. (n.d.) Retrieved February 27, 2015 from
http://www.readworks.org/passages/meet-microbes
Cost/Access: $0.00
Recommended Student Activities: Wonderings
N/A
What’s the Difference Between Bacteria and Viruses?
Author: Smithsonian
Genre: Informational Video
Length: 1:18 minutes
Synopsis: This short video highlights the difference between bacteria and viruses.
Citation: What’s the Difference Between Bacteria and Viruses? [Video file]. Retrieved February 27, 2015, from
http://www.smithsonianmag.com/videos/category/science/ask-smithsonian-whats-the-differencebetwe/?no-ist
Cost/Access: $0.00
Recommended Student Activities: Quiz maker
760L
The Surprising World of Bacteria with Max Axiom, Super Scientist
Author: Agnieszka Biskup
Genre: Informational Text
Length: 32 pages
Synopsis: Discusses the discovery of the life form, good and bad bacteria, and standard public health routines
related to their containment and, when positive, use. The guide through all of this, Max Axiom, is described in
between the final glossary and the index, so readers may want to head to the end pages first to get a clear sense
of his persona.
Citation: Biskup, A. (2010). The Surprising World of Bacteria with Max Axiom, Super Scientist. Capstone Press.
ISBN 9781429648639.
Cost/Access: $7.95
Recommended Student Activities: Picture of Knowledge
780L
Understanding Viruses with Max Axiom, Super Scientist
Author: Agnieszka Biskup
Genre: Informational Text
Length: 32 pages
Synopsis: Discusses the discovery of bacteria and viruses, and standard public health routines related to their
containment. The guide through all of this, Max Axiom, is described in between the final glossary and the index,
so readers may want to head to the end pages first to get a clear sense of his persona.
Citation: Biskup, A. (2009). Understanding Viruses with Max Axiom, Super Scientist. Capstone Press. ISBN 9781429634533.
Cost/Access: $7.95
Recommended Student Activities: Pop Quiz
N/A
Why Some People Evade Colds and Others Don’t
Author: NPR - Morning Edition
Genre: Informational Text/Interview Transcript
Length: 828 words
Synopsis: This news article explores immunity and why some people get sick and others do not.
Citation: Why Some People Evade Colds and Other’s Don’t [Video file]. NPR. Retrieved February 27, 2015, from
http://www.npr.org/2011/02/07/133500558/why-some-people-evade-colds-and-others-dont
Cost/Access: $0.00 NRP: http://www.npr.org/2011/02/07/133500558/why-some-people-evade-coldsand-others-dont
Recommended Student Activities: Quiz Maker
970L
Mining Medicine from Poop
Author: Ornes, Steven
Genre: Informational
Length: 534 words
Synopsis: The good germs in feces can be packaged into a pill that fights a killer infection.
Citation: Ornes, S. (2013, October 24). Mining Medicine from Poop. Student Science. Retrieved from
https://student.societyforscience.org/article/mining-medicine-poop
Cost/Access: $0.00
Recommended Student Activities: A Picture of Knowledge
780L
Just What the Doctor Ordered
Author: ReadWorks
Genre: Informational
Length: 669 words
Synopsis: “Just What the Doctor Ordered” describes polio and how a vaccine all but eradicated the disease. The
story also tells about an exhibit at the Smithsonian that commemorated the anniversary of the vaccine’s
approval.
Citation: Just What the Doctor Ordered (n.d.) Retrieved February 27, 2015 from
http://www.readworks.org/passages/just-what-doctor-ordered-0
Cost/Access: $0.00
Recommended Student Activities: Quiz maker
980L
Final Push
Author: Read Works
Genre: Informational Text
Length: 944 words
Synopsis: “Final Push” outlines the effort to eliminate the disease of polio from the earth. It reviews the work
of Bill Gates and his foundation, considers some of the arguments made against Gates’s goal, and ends up
suggesting that the battle could be won.
Citation: Final Push (n.d) Retrieved February 27, 2015 from http://www.readworks.org/passages/final-push
Cost/Access: $0.00
Recommended Student Activities: Wonderings
N/A “A Study of Vaccines”
Author: Unknown
Genre: Informational (infographic); heavy use of statistics and images
Length: N/A
Synopsis: This infographic provides a historical timeline of diseases and vaccines.
Citation: A Study of Vaccines. (n.d.) Retrieved February 27, 2015, from,
http://www.historyofvaccines.org/content/timelines/diseases-and-vaccines
Cost/Access: $0.00
http://www.historyofvaccines.org/content/timelines/diseases-and-vaccines
Recommended Student Activities: A Picture of Knowledge
N/A “The Littlest Organism”
Author: Not stated
Genre: Informational Interactive Slide Show with videos
Synopsis: This slide show takes students through a summary of microbes with bright visual images and videos to
compliment the text on each page. At the end of each page, students click “Next page on ‘microbes’” to
continue learning. While the reading level for this text is qualitatively on the 8th grade level, the videos, images,
and prior knowledge will make this accessible for students at different reading levels.
Citation: The Littlest Organism. (n.d.) Retrieved April 6, 2015, from
http://www.biology4kids.com/files/micro_main.html
Cost/Access: $0.00
Recommended Student Activities: Picture of knowledge
Supports for Struggling Students
By design, the gradation of complexity within each Expert Pack is a technique that provides struggling readers
the opportunity to read more complex texts. Listed below are other measures of support that can be used
when necessary.
● Provide a brief student-friendly glossary of some of the academic vocabulary (tier 2) and domain
vocabulary (tier 3) essential to understanding the text
● Download the Wordsmyth widget to classroom computers/tablets for students to access student-friendly
definitions for unknown words. http://www.wordsmyth.net/?mode=widget
● Provide brief student friendly explanations of necessary background knowledge
● Include pictures or videos related to the topic within and in addition to the set of resources in the pack
● Select a small number of texts to read aloud with some discussion about vocabulary work and background
knowledge
● Provide audio recordings of the texts being read by a strong reader (teacher, parent, etc.)
● Chunk the text and provide brief questions for each chunk of text to be answered before students go on to
the next chunk of text
● Pre-reading activities that focus on the structure and graphic elements of the text
● Provide volunteer helpers from the school community during independent reading time.
Text Complexity Guide
Final Push by ReadWorks
1. Quantitative Measure
Go to http://www.lexile.com/ and enter the title of the text in the Quick Book Search in the upper right
of home page. Most texts will have a Lexile measure in this database. You can also copy and paste a
selection of text using the Lexile analyzer.
_
2-3 band
4-5 band
6-8 band
9 -10 band
11 – CCR
980_____
420 -820L
740 -1010L
925 - 1185L
1050 – 1335L
1185 - 1385
2. Qualitative Features
Consider the four dimensions of text complexity below. For each dimension *, note specific examples
from the text that make it more or less complex.
The purpose, to demonstrate efforts to completely
eradicate the world of preventable disease, is explained in
the first paragraph with stating Bill Gates wants to
eradicate polio off the face of the earth forever. The
article shares the problem (Polio) and the challenges
(locations) to erase the disease. The article concludes with
how Polio is spread and the symptoms.
Meaning/Purpose
Language
The author uses content specific vocabulary (polio, vaccine, paralyzing)
and academic vocabulary (eradicate, stimulates, eliminate,) throughout
the text. The language in the text also includes multiple quotes from
sources that support the text. The language and vocabulary are very
dense and scaffolds will need to be built in to aid comprehension. An
example of dense language is “Huge populations, unsanitary conditions,
reluctant government, and warfare make it difficult to vaccinate
children in the area where polio remains. “
The article begins with dense informational text such as
“A vaccine is a drug that stimulates the body’s immune
system to recognize and attack a particular pathogen.”
Next, the text moves into scaffolding with graphics and
bullet points. The Infection graphic illustrates the spread
of an infection with supporting text. Bold sub headings
help chunk the text into more specific sections of
problem/solution understanding.
Structure
Knowledge Demands
The text contains references to Bill Gates, disease, and vaccine
development. There are also references to historical dates and
quantities of people affected by disease. Students will need to
have strong number sense to better understand the quantities
described. Students will also need to have some background on
the spread of disease and prevention measures.
3. Reader and Task Considerations
What will challenge students most in this text? What supports can be provided?
 Both academic vocabulary and domain specific vocabulary will challenge students. Scaffolding and
direct vocabulary instruction should be provided.


There are several references to dates and quantities of people impacted by disease. Graphic
organizers to display data may support students understanding of the numbers and how it
relates to the claims.
Having students use text annotation strategies (chunking, summarizing smaller portions,
reviewing headings, identifying vocabulary) will aide comprehension.
Expert Pack: Bacteria and Viruses
Submitted by: In partnership with Student Achievement Partners and Nevada Virtual Academy
Grade: 5
Date: June 2015
1. Rolling Knowledge Journal
1. Read each selection in the set, one at a time.
2. After you read each resource, stop and think what the big learning was. What did you learn that was new and
important about the topic from this resource? Write, draw, or list what you learned from the text about (topic).
3. Then write, draw, or list how this new resource added to what you learned from the last resource(s).
Sample Student Response
Title
Write, Draw, or List
New and important learning about the
topic
1. How Flu
Viruses Attack
2. Meet the
Microbes
3. What’s the
Difference
Between Bacteria
and Viruses?
How does this resource add to what I
learned already?
Some germs and diseases spread
through air; there have been outbreaks
that have impacted millions of people;
some viruses come from animals
Germs include bacteria and viruses, and
can be good or bad. Germs spread
through contact. Mentions antibiotics.
Our immune system tries to protect us,
and we need to wash our hands
Focuses on specific differences between
bacteria and viruses
It expands germ knowledge to viruses as
well, and adds information about how
germs can be spread.
This video shows more examples of what
bacteria and viruses look like under a
microscope.
4. The Surprising
World of Bacteria
with Max Axiom,
Super Scientist
5. Understanding
Viruses with Max
Axiom, Super
Scientist
6. Why Some
People Evade Colds
and Others Don’t
7. Mining Medicine
from Poop
8. Just What the
Doctor Ordered
9. Final Push
10. A Study of
Vaccines
Tells how bacteria functions, eats, and
reproduces. Emphasizes that it’s a living
thing. Discussion of cells.
How viruses function, attack, and
reproduces. Discusses body defense
system and builds on cell knowledge.
Discusses building immunity, why some
people get sick; how our environment
can contribute to the spread.
Scientists and doctors use the healthy
bacteria in people’s poop to help cure
infectious disease in other people’s
bodies; transplanting feces.
It adds to knowledge about bacteria, and
emphasizes that bacteria is larger.
Expands on the visuals presented in the first
video about how germs travel in the body
and between bodies.
It adds to knowledge about bacteria and
viruses. Expands on the history of viruses’
pandemics, how a virus attacks, and
preventative measures.
Explains how easy it is to spread bacteria
and germs.
Bacteria and germs can have positive
functions as well.
Tells about the development of the
vaccination for polio and the terror of
the polio epidemic in the US.
Symptoms worsening, leading to diagnoses
of disease in child, and then the
development of the vaccination that makes
this disease almost eradicated
Much greater depth about vaccinations,
difference between endemic and
epidemic
Builds on polio information from previous
article, and talks about how diseases spread
globally, discusses other diseases that have
been eradicated through vaccination
Additional diseases and epidemics that
have been stopped through
vaccinations, historical spreads of
Revisits the influenza epidemics, discusses
vaccination, immunization
disease, scientists who have made major
contributions
11. The Littlest
Organism
A comprehensive review of the
information thus far, with additional
videos
Summarizes the unit by reinforcing
vocabulary (bacteria, virus, microbes) while
providing visual supports (pictures and
videos).
10. Rolling Vocabulary: “Sensational Six”
● Read each resource then determine the 6 words from each text that most exemplify the central idea of the text.
● Next use your 6 words to write about the most important idea of the text. You should have as many sentences
as you do words.
● Continue this activity with EACH selection in the Expert Pack.
● After reading all the selections in the Expert Pack, go back and review your words.
● Now select the “Sensational Six” words from ALL the word lists.
● Use the “Sensational Six” words to summarize the most important learning from this Expert Pack.
Title
Six Vocabulary Words & Sentences
Meet the Microbes
Words: disease, virus, infection, bacteria, immune, microorganisms
Sentences:
The Surprising World
of Bacteria with Max
Axiom, Super
Scientist
1. Germs are really small and can’t be seen except by using a microscope, so they are called
micro-organisms.
2. Some germs can hurt our bodies by giving us a disease.
3. Viruses are the smallest of germs that can make you sick.
4. Bacteria are very tough germs that live on our bodies and can help us and hurt us.
5. One way that our bodies fight germs is through our immune systems.
6. We have a better chance of not getting infections when we wash our hands.
Words: organisms, binary fusion, DNA, exist, pathogenic, decomposers
Sentences:
1. Bacteria are some of the smallest and simplest living organisms on earth.
2. Most bacteria reproduce quickly through binary fusion the process of copying their DNA
and diving into two identical cells.
3. DNA provides all the instructions the bacteria need to operate and copy a cell.
4. Bacteria helps balance life on earth, in fact life could not exist without bacteria.
5. Bacteria plays an important role in nature as decomposers or breaking down dead plants
and animals.
6. Harmful or pathogenic bacterial causes illness, such as strep throat and food poisoning.
Understanding
Viruses with Max
Axiom, Super
Scientist
Words: Electron Microscope, host, mutation, bloodstream, antibodies, vaccines
Why Some People
Evade Colds and
Others Don’t
Words: susceptible, illustrate, environment, vulnerability, immunity. airborne
Sentences:
1. Viruses are so small you need an electron microscope, magnifies light 2,000 times to see
objects.
2. Viruses cannot reproduce or move on their own, they need a host, or cell they can
invade to reproduce. They use hosts to travel as well, like water or dust.
3. Viruses can undergo mutation or make changes to their DNA or RNA, making it difficult
to fight a virus.
4. One way we fight viruses is in our bloodstream, where white blood cells fight pathogens
and create antibodies.
5. Antibodies help white blood cells find invaders by attaching themselves to these
pathogens.
6. Vaccines introduced killed or less harmful forms of bacteria or viruses into your body to
build immunity before you can get sick.
Sentences:
Mining Medicine
from Poop
1. Almost anyone is susceptible to the common cold.
2. When the woman got a cold and her mother did not, it illustrated that sometimes it is
surprising who gets sick and who does not.
3. The environment that someone is living in can be part of the reason they catch a cold or
illness.
4. We are vulnerable to getting sick partly because of our genes.
5. When we have already gotten one kind of cold, our bodies create immunity to that
certain cold, so we can’t get it again.
6. Cold germs can be airborne, so they travel through the air when someone sneezes.
Words: bacteria, filter, fecal, transplant, nourish, infection
Sentences:
1. When scientists filter the good bacteria from poop and put it in infected people, they
can get better.
Just What the Doctor
Ordered
2. Putting these good bacteria in patients means they have to filter out the bad bacteria
first.
3. Fecal matter, or feces, is another name for poop.
4. When you transplant poop into someone else’s gut, the bacteria from that poop can
help them get better.
5. The good bacteria can actually make food that nourishes good germs.
6. Transplanting poop can help stop a body’s infection.
Words: paralyzed, poliomyelitis, commemorate, reemerged, experiment, achievement
Sentences:
1. Many children were paralyzed by polio and could not move their legs.
2. The real name for polio is poliomyelitis.
3. When they commemorate the anniversary of the vaccine, they are celebrating what they
were able to do to get rid of it in the United States.
4. It is sad that polio reemerged in the 1900s, because it was so rare for so long.
5. The scientist’s experiments worked out, and he discovered a cure for polio.
6. Making an end to polio would be a great achievement for the whole world.
Final Push
Words: eradicate, parasitic, vaccine, unsanitary, abolish, enthusiasm
Sentences:
1. The goal of Bill Gates is to eradicate polio from the face of the Earth.
2. There are other dangerous parasitic diseases caused by animals like mosquitoes in Africa
too.
3. Doctors have different ways to use the vaccine on people to prevent them from getting
polio.
4. Drinking water that other people have pooped in is unsanitary.
5. Bill Gates wants to abolish polio from Africa, and then it will be gone forever.
6. Some scientists show enthusiasm toward Bill Gate’s ideas, and some scientists think it
can’t be done.
Sensational Six
bacteria, infect, immune, vaccine, microscopic, virus,
Summary:
Bacteria and Viruses are all around us and in us, however we cannot see them because they are microscopic:
invisible to the naked eye. Viruses are smaller than bacteria, and are almost always bad. Sometimes they can be
cured with a vaccine. Once someone is vaccinated, they develop immunity and cannot usually get the virus again.
Bacteria are different: they are larger than viruses, and can be good or bad. Bad bacteria can infect someone and
make them sick. You cannot vaccinate someone against bacteria.
1. A Picture of Knowledge (Recommended for The Surprising World of Bacteria with Max Axiom; Mining Medicine from
Poop; “A Study of Vaccines”; “The Littlest Organism”)
● Take a piece of paper and fold it two times: once across and once top to bottom so that it is divided into 4
quadrants.
●
Draw these shapes in the corner of each quadrant.
1.
2.
3.
4.
●
▪
Write!
Square:
Triangle:
Circle:
Question Mark:
Square
Triangle
Circle
Question Mark
What one thing did you read that was interesting to you?
What one thing did you read that taught you something new?
What did you read that made you want to learn more?
What is still confusing to you? What do you still wonder about?
Find at least one classmate who has read Mining Medicine from Poop and talk to each other about what you
put in each quadrant.
2. Quiz Maker (Recommended for What’s the Difference Between Bacteria and Viruses; Why Some People Evade Colds
and Others Don’t; Understanding Viruses with Max Axiom; Just What the Doctor Ordered)
● Make a list of # questions that would make sure another student understood the information.
● Your classmates should be able to find the answer to the question from the resource.
● Include answers for each question.
● Include the where you can find the answer in the resource.
Question
Answer
1.
2.
3.
3. Wonderings (Recommended for How Flu Viruses Attack; Meet the Microbes, Final Push)
On the left, track things you don’t understand from the article as you read.
On the right side, list some things you still wonder (or wonder now) about this topic.
I’m a little confused about:
This made me wonder:
4. Pop Quiz (Recommended for Understanding Viruses with Max Axiom)
Answer the following questions.
Question
Possible Answer
1. What is a pathogen? Why can they be harmful?
A pathogen invades your body and can cause illness.
2. What is one way bacteria can be helpful to humans?
Bacteria make milk into yogurt. Bacteria act as a
decomposer.
3. How are bacteria and viruses different?
Viruses do not reproduce on their own. Bacteria can
also move on their own while viruses can not.
4. How does your immune system protect you?
Your skin acts as a barrier, once inside your body
pathogens are fought off in your bloodstream by white
blood cells.
Expert Pack: Bacteria and Viruses
Submitted by: In partnership with New York State Education and Nevada Virtual Academy
Grade: 5
Date: June 2015
Expert Pack Glossary
Meet the Microbes
Word
microorganisms
Student-Friendly Definition
A microorganism is an extremely small living thing that can only be seen
with a microscope.
Microorganisms live everywhere, including on us.
disease
A disease is an illness that affects a person, animal, or plant in a bad way,
and creates a condition that prevents the body or mind from working
normally.
Chicken pox is a disease that causes itchy red bumps that cover a body.
invade
Invade means to spread over or into (something) in a harmful way, and take
it over, or try to take it over.
An army can invade a country, and germs can invade our bodies.
viruses
A virus is one kind of germ, and an example of an extremely small living
thing that causes a disease and that spreads from one person or animal to
another.
The flu virus impacts millions of people over the world each year.
bacteria
Bacteria are bigger kinds of germs than viruses, but they also often cause
disease.
After falling off her bike, Crystal cleaned her wound with peroxide to kill any
bacteria.
symptoms
Symptoms are signs of being sick, like coughing or pain, that tell you there is
something bigger going on with your body.
When Alan had strep throat, his symptoms included fever and a sore
throat.
fungi
A fungi (the plural is fungus) is a small plant (such as molds, mushrooms, or
yeasts) that has no flowers and that lives on dead or decaying things.
The decaying log in the forest was covered with fungi.
antibiotics
Antibiotics are drugs that kill harmful bacteria and cure infections.
Antibiotics do not help viruses.
As soon as the baby began taking the antibiotics, her health began to
quickly improve.
infect
To infect someone is to make them sick. Other forms of this word that you
will see in this text set are:
infection, which is when you have a disease caused by germs that entered
the body;
infectious, which is when a disease is easy to spread between people or
living things;
Please cover your mouth when you cough, so that you do not infect anyone
else with your cold.
contaminated
to contaminate is to make (something) dangerous, dirty, or impure by
adding something harmful or undesirable to it
The drinking water became contaminated after the dog peed in it.
immune
If you are immune to something, it cannot make you sick. Other forms and
uses of the word immune, that you will see, are:
immune system: the system in your body that protects it from getting a
disease or infection. When you get sick, your immune system has failed.
immunized: to give someone a vaccine to protect them from an infection or
a disease
immunity: when your body cannot get sick by the attacking disease.
After getting the chicken pox vaccine, you are immune to the disease.
The Surprising World of Bacteria with Max Axiom, Super Scientist
Word
Student-Friendly Definition
bacilli
Bacilli are rod-shaped bacteria: they look kind of like pipes.
The actual infective cause of tuberculosis is bacilli.
binary fission
Binary fission is form of reproduction where the DNA is copied and bacteria
split into two cells. “Bi” means “two” and fission means “splitting.”
Binary fission is how bacteria reproduce.
cell
A cell is almost the smallest unit of a living thing.
All animals are made up of cells.
cocci
Cocci are bacteria that are ball-shaped.
Staph is a cocci bacterial infection that people get.
decomposer
A decomposer is a living thing, like a mushroom fungus, that turns dead
things into food for others.
Worms are examples of animal decomposers.
DNA
We are all made of DNA. It is the genetic material that carries all of the
instructions to make a living thing and keep it working; DNA stands for
deoxyribonucleic acid.
Your DNA comes from both your mom and your dad.
eukaryotic cell
DNA is enclosed in the nucleus of a eukaryotic cell.
Any organism that has it’s organelles in the membrane of the eukaryotic
cell.
flagellum
The flagellum is a whip-like tail that helps bacteria move around.
Bacteria use its flagellum like a tail to quickly move around.
microorganism
“Micro” means really small, and “organism” is a living thing, so a
microorganism is a living thing too small to be seen without a microscope.
The scientist was working on inventing a microscope that would be
powerful enough to see microorganisms.
nucleus
The nucleus of the cell is the center of it. It’s like the command post: it is in
charge of how the cell acts and gives directions to the cell.
The nucleus acts like the brain of the cell.
prokaryptic cell
Most cells have nuclei, but a prokaryotic cell is a cell that does not have a
nucleus.
The scientist quickly discovered that cell did not have a nucleus and must be
a prokaryotic cell.
spirilla
Spirilla are a spiral-shaped bacteria.
The spirilla bacteria are spiral-shaped and are the cause of rat bite fever in
people.
Understanding Viruses with Max Axiom
Word
organism
Student-Friendly Definition
An organism is a living thing.
We are organisms, and so are trees.
pathogens
Pathogens are any disease producing agent (virus, bacteria, or
microorganisms)
Blood borne pathogens are passed through blood.
mucus
Mucus is the snot that comes out of your nose or runs down the back of
your throat to make it sore.
The little girl yelled, “Ewww, boogers are gross. Please go wipe that mucus
off of your nose.”
antibodies
Antibodies are a substance produced by special cells of the body that
combine with an antigen and counteract, or reverse,
its effects. They are good things.
Because Johnny had the measles as a young child, his body builds
antibodies to fight the disease.
quarantine
Quarantines happen when people in charge block or forbid the movement
of people to prevent the spread of disease.
The pirate ship raised the quarantine flag to let other ships know that small
pox was present on board.
HIV
HIV is the virus that causes AIDS; HIV attacks the body’s immune system,
making patients more likely to get other illnesses.
The doctor warned the patient with HIV to avoid people with a cold or flu.
influenza
Influenza, which we call “the flu,” is an illness caused by a virus that is like a
bad cold with a fever and muscle pain.
To avoid getting the flu, the family went to get influenza vaccinations.
mutation
A mutation a permanent change in nature, form, or quality; when viruses
mutate they sometimes become stronger and more dangerous.
A mutation happened when the bird flu became transferable to people.
polio
Polio is a viral infection that attacks the brain and the spinal cord.
Bill Gates is working to wipe out Polio from the planet.
Why Some People Evade Colds and Others Don’t
Word
susceptible
Student-Friendly Definition
To be susceptible means that it can harm you.
If you touch a doorknob that someone who has a cold has sneezed on, then
you may be susceptible to that cold.
remedy
A remedy is something that cures a sickness.
When we get cough syrup for a cold, we are getting a remedy.
vulnerable/vulnerability
If you are vulnerable, you easily targeted or hurt
Superman’s vulnerability was kryptonite.
genes
Genes are what make you you and unique: they hold your DNA.
My genes gave me blue eyes while my sister’s genes gave her brown eyes.
respiratory
The respiratory system is one of your body’s systems that have to do with
breathing. To respire is to breathe.
My respiratory system was tired after the five mile run.
etiquette
Good etiquette means good manners.
It is good etiquette to excuse yourself after you burp.
Mining Medicine from Poop
Word
feces (fecal)
Student-Friendly Definition
Feces are another word for poop. It is also called “fecal matter.”
I hate when I step in dog feces!
implanted
“im” is a prefix that sometimes means “in.” In this case, put together with
“planted,” implanted means planted in, or put in.
The scientists implanted a tracking device on the dolphin to learn more
about its life.
nourish
We are nourished by food: it makes us healthy and it helps all our
systems to function.
We also nourish plants with water.
Just What the Doctor Ordered
word
paralyzed
student-friendly definition
If someone is paralyzed, that person is unable to move.
After the horrific car accident, the young man was paralyzed from the
waist down.
affliction
Affliction can be another word for illness, but it can also be emotional
pain as well as physical pain.
His affliction with joint disease caused the man to limp as he walked.
experimental
If something is experimental, it is being tried out, but is not sure to work.
Hover crafts are still in the experimental phase.
braces
Braces, used in this way, are metal rods put on legs to help one walk.
The support of the braces helped the army veteran walk again.
exhibit
An exhibit is a show or demonstration.
We bought a new painting at the art exhibit.
Final Push
Word
eradicate
Student-Friendly Definition
To eradicate is to destroy or terminate or abolish something.
Bill Gates is hoping to eradicate Polio from the planet.
parasitic
A parasitic organism is something harmful that lives and grows by feeding on
you!
The veterinarian was checking the poop of the cow for parasites.
unsanitary
If something is unsanitary, it is not clean.
After lunch, the tables in the cafeteria are quite unsanitary.
abolish
To abolish is to end or eliminate something.
Slavery was abolished after the Civil War, for example.