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Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 28555
Agents of Infection
This is a collaborative lesson design by Lori Kern and Dawn Barone.
This lesson focuses on infectious agents (fungus, bacteria, virus and parasites). Students will be able experience a hands-on activity to reinforce the
concepts addressed in this benchmark.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Interactive Whiteboard, LCD
Projector, Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: infectious agents, fungi, bacteria, parasites, virus, disease, pathogen
Resource Collection: FCR-STEMLearn Science - General
ATTACHMENTS
Agents of Infection SC.6.L.14.6 lesson plan.docx
Agents of Infection SC.6.L.14.6 Vocabulary.docx
Agents of Infection SC.6.L.14.6 Disease Impact Sort student.docx
Agents of Infection SC.6.L.14.6 Disease Impact Sortteacher.docx
Agents of Infection SC.6.L.14.6 Formative Assessment student.docx
Agents of Infection SC.6.L.14.6 Formative Assessment teacher.docx
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will need to identify, compare, and/or contrast the types of infectious agents that affect the human body.
Students will be able to distinguish between infectious and noninfectious diseases.
Students will identify infectious agents (bacteria, fungi, virus and parasites) similar and different from each other.
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.5.L.14.1: Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles
and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
SC.5.L.14.2: Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have
skeletons for support some with internal skeletons others with exoskeletons while some plants have stems for support.
Guiding Questions: What are the guiding questions for this lesson?
What is an infectious disease? How does it differ from a noninfectious disease?
page 1 of 4 * passes between people; noninfectious diseases can not be transmitted from person to person; can be caused by genetic or environmental factors or mutations
What can cause infectious diseases?
* caused by pathogens (bacteria, fungi, parasites, viruses)
How can infectious diseases be transmitted?
* water and food, person to person, animals to people, contaminated objects
How can diseases be reduced?
* personal hygiene, improved technology used in medical procedures and food preservation, vaccinations
How can disease be treated?
* antibiotics, pasteurization, antiviral drugs, anti-fungal, preventive measures
How does the human body deal with these infectious diseases to maintain homeostasis?
* immune system develops antibodies and produces memory cells
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
"Disease Impact"
Directions:
1. 1. Write the list of diseases below on board; an interactive board can be used to the terms can be manipulated by students.
Word list:
Athlete's Foot
Lice
Malaria
Measles
Polio
Rabies
Ringworm
Staph Infection
Strep Throat
Tapeworm
Tetanus
Thrush
1. Have each student make a 3 column chart labeled with "Someone You Know", "You Have Heard Of", "Do Not Know".
2. Instruct each student to place each word from the board in one of the 3 columns. Any diseases they have had, a family member or someone they know have had,
go in the "Someone You Know" column. Any diseases that they have heard of, go in the "You Have Heard Of" column. All others go in the "Do Not Know" column.
3. To communicate their results, allow the students to share, if they choose. This can be a bit personal and/or embarrassing for some students. (With interactive
board- Let students come up to the board and manipulate the word list.)
4. Orally give students the formative assessment "Agree or Disagree", found under formative assessment.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
"Passing the Cold" (derived from FUSION Lab)
The basic idea of this lab is as follows:
The students (with gloves on) dip their hand either in Club soda or Tonic water. They will not know which it is. They will then shake hands with 3 - 5 (depending on
the size of the class) other students before sitting back down. When everyone is done and sitting down the teacher will turn out the lights and walk around with the
black light to see who is "infected".
The students will then need to throw away their gloves wipe down their desks and wash their hands before they work on the lab sheet.
If you do not have access to the FUSION lab an alternate lab can be found online. It is a little more in depth going into "susceptible, infected and recovered". Also, this
requires no lab materials, only note cards and pencils.
Epidemic! The Handshake Game
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
"Infectious Disease Vocabulary"
Discuss the following vocabulary terms. Using a concept map, students will write the key important words that will help them identify and describe each term. If time
permits, you can use the website www.neok12.com for short video clips specifically about the four agents.
*see attachment for list of terms
AgentsofInfectionSC_6_L_14_6Vocabulary.docx
Disease - A sickness in humans, animals, or plants which often has a known cause and can be identified by symptoms
Infectious - A disease that can be passed from one person to another, caused by a pathogen
Noninfectious - A disease that cannot be spread from person to person, caused by genetics or environmental factors
Pathogen - Something that causes a disease (ex. Virus, Bacteria, Fungi, Parasites)
Virus - A small particle that must have a host cell to replicate
- video link: http://www.neok12.com/php/watch.php?v=zX60485c05525f7d71665f63&t=Microorganisms - This video is 3:38 minutes about how a virus invades your
body.
page 2 of 4 Bacteria- a single-celled organism
- video link: http://www.neok12.com/php/watch.php?v=zX065d1b4547625169575f77&t=Microorganisms - This video is 3:09 minutes an is about the different types of
bacterium.
Fungi - a single-celled or multi-celled plant-like organism
Parasites - A plant or animal that lives on or in another host organism in a way that harms the host
Antibiotic - A substance that kills or inactivates bacteria
Antiviral - A substance that destroys or inactivates viruses
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
An optional extension to this topic can be for students to explore the CDC (Center for Disease Control) www.cdc.gov website. A student can select a country to
research the top 5 infectious diseases for that country and the solutions being taken to prevent/cure/eradicate/control these diseases. Students can design a
presentation (poster, power point, etc.) about their research to share with the class.
Summative Assessment
See attachment for teacher and student copy.
AgentsofInfectionSC_6_L_14_6DiseaseImpactSortteacher.docx
AgentsofInfectionSC_6_L_14_6DiseaseImpactSortstudent.docx
At the end of the lesson, review guided questions. Go back to the "engage" activity and the list of diseases. Review the meaning of the agents, then ask the students to
design a four square graphic organizer (see Disease Impact Sort).
Formative Assessment
*see attachment for a teacher and student copy of this assessment
AgentsofInfectionSC_6_L_14_6FormativeAssessmentteacher.docx
AgentsofInfectionSC_6_L_14_6FormativeAssessmentstudent.docx
Agree or Disagree
After the engage activity, ask the students to decide whether they agree or disagree with the following statements (this will give the teacher feedback about their
understanding). This can also be used at the end of the lesson as a "wrap up" and determine how the student's thoughts may or may not have changed. This can also
be set up in a student response system to analyze the results of the first response to the second responses of students at the end of the lesson.
1. The human body protects itself from disease.
*agree: body systems help protect the body, for example, the respiratory system helps prevent harmful substances from entering the body
2. A bacterium does not have a nucleus.
*agree: bacteria are prokaryotic; they have no nucleus.
3. All bacteria cause diseases.
*disagree: most bacteria are beneficial
4. Bacteria are important for making many types of food.
*agree: bacteria are used to make foods; for example, cheese, yogurt, pickles
5. Viruses are the smallest living organisms.
*disagree: viruses are nonliving
6. Viruses can replicate only inside an organism.
*agree: a virus needs a host in order to replicate
7. Many protists make their own food
*agree: for example, algae; plant-like protists that use photosynthesis
8. Some protists cause harm to other organisms.
*agree: parasites can cause diseases
9. Fungi are always helpful to plants.
*disagree: some cause disease
10. Some fungi can be made into foods or medicines.
*agree: mushrooms can be common food source; many antibiotics are made from fungi
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Teacher can individually work with students who struggle with vocabulary.
Students will be able to collaborate with peers.
Advanced students can use the elaborate activity to conduct further investigations.
Extensions:
An optional extension to this topic can be for students to explore the CDC (Center for Disease Control) www.cdc.gov website. A student can select a country to
research the top 5 infectious diseases for that country and the solutions being taken to prevent/cure/eradicate/control these diseases. Students can design a
presentation (poster, power point, etc.) about their research to share with the class.
Suggested Technology: Computer for Presenter, Internet Connection, Interactive Whiteboard, LCD Projector, Microsoft Office
page 3 of 4 Special Materials Needed:
Engage:
pencil
paper
Explore:
"Passing the cold" Lab sheet
club soda
tonic water
protective gloves
safety glasses
3 - 4 beakers for the liquid
a black light
cleaning wipes
soap and water
For the alternative lab:
any needed worksheets
index cards
pencils
Explain:
Science notebooks/journals
Pencils
Extend or Elaborate:
Paper
pencil
Evaluate:
Word list from Engage
possibly a computer
Further Recommendations:
Useful resources:
www.cdc.gov
(current information on infectious diseases)
www.Biology4Kids.com
(useful background information)
www.neok12.com
(short video clips on the different agents)
SOURCE AND ACCESS INFORMATION
Contributed by: Dawn Barone
Name of Author/Source: Dawn Barone
District/Organization of Contributor(s): Gadsden
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.L.14.6:
Description
Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi,
and parasites.
Remarks/Examples:
Integrate HE.6.C.1.8. Explain how body systems are impacted by hereditary factors and infectious agents.
page 4 of 4