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Transcript
33 40 o5 1 0 -m i n u t e s es si LE CT -t on From One to Another VI ACTIVIT Y OVERVIEW EW AND RE F SUMMARY Students watch a segment of the video, A Science Odyssey: “Matters of Life and Death,” that focuses on the bubonic plague epidemic in San Francisco in the early 1900s. This story becomes the basis for investigating the relationship between scientific knowledge and the prevention of disease. KEY CONCEPTS AND PROCESS SKILLS 1. Tracing the history of science demonstrates how individuals contributed to the development of modern scientific ideas, and reveals important interactions between science and society. 2. Infectious diseases can spread rapidly through a population. 3. Society sometimes responds to people with infectious diseases with fear, prejudice, or cruelty. 4. More complete knowledge of disease transmission has led to improved public health measures. 5. Vectors are one way in which some infectious diseases are spread to humans. KEY VOCABULARY disease quarantine ethics vectors infectious Teacher’s Guide C-55 Activity 33 • From One to Another MATERIALS AND ADVANCED PREPARATION For the teacher 1 A Science Odyssey: “Matters of Life and Death” video * 1 television monitor * 1 videocassette recorder * 1 overhead projector (optional) * 1 overhead transparency (optional) *Not supplied in kit n Teacher’s Note: Always preview the video segments from A Science Odyssey. The video footage is not divided into sections; however, a clear beginning and end typically mark each segment. Cue to the segment on the bubonic plague, which is approximately 12 minutes in length. The bubonic plague segment can be found near the start of the tape, immediately following a short introduction to the series. The segment ends as the narrator begins to discuss improvements in public health. Be sure to end the tape before the segment on pellagra begins. (Different segments of the video will be viewed at different points of Science and Life Issues.) A Science Odyssey: “Matters of Life and Death” Table of Contents Hour 1 Hour 2 Prologue and Introduction Introduction Bubonic Plague Heart Surgery Pellagra Organ Transplants Diabetes Cancer Penicillin Role of Modern Medicine TEACHING SUMMARY Getting Started 1. Contrast the concept of vector with that of a carrier. Doing the Activity 2. C-56 Students watch a video segment on the bubonic plague. Science and Life Issues From One to Another • Activity 33 Follow–Up 3. Use the Analysis Questions to summarize ideas presented in the video. INTEGRATIONS Social Studies The treatment of the Chinese immigrants shown in the video can be discussed to examine the experiences of immigrants to the United States and the treatment of people with infectious diseases. BACKGROUND INFORMATION Bubonic Plague Symptoms of the bubonic plague include chills and fever, vomiting and diarrhea, headache, and pain in the back and limbs. Victims eventually develop painful hard lumps called buboes, which are caused by the collection of pus in the lymph nodes of the groin, armpit, or neck. Eventually blood vessels under the skin burst, causing a black appearance that led to the name the Black Death for this plague. Untreated bubonic plague may eventually start to spread in airborne droplets, which are extremely infectious. This causes pneumonic plague (an infection of the lungs), which is extremely virulent and spreads quickly. Plague, like many diseases, has an animal reservoir—the black rat, in which it does not cause serious illness. The rat flea must be present to act as a vector, transmitting the disease bacterium (Yersinia pestis) from the rat to the human. When a disease makes the initial “jump” from animal to human, it tends to cause a more severe illness than diseases that have been with humankind for hundreds of years. The plague has become weaker since it first killed approximately one-third of the population of Europe in 1347–50. Over generations of a host-parasite relationship, the virulence of the parasite and the immune system of its host both adapt, ensuring the survival and multiplication of both species. Vectors Another example of vectors that you can share with students is the deer tick, which spreads Lyme disease to humans. Teacher’s Guide C-57 From One to Another • Activity 33 FOLLOW–UP TEACHING SUGGESTIONS 3. GETTING STARTED 1. Use the Analysis Questions to summarize ideas presented in the video. Contrast the concept of vector with that of When discussing Analysis Question 1, begin to use a carrier. the word quarantine instead of isolate. The con- Review the term vector, which is defined as an organism that spreads disease-causing germs to cept of quarantine is further developed in the next activity. humans, usually without getting sick itself. Anoth- Note that Analysis Question 4 can be used to quick- er disease that is spread by vectors is African sleep- ly check students’ understanding of the concept of ing sickness, which is caused by the protist Try- a vector as well as the concept of disease preven- panosoma brucei and is spread by the tsetse fly. tion, which was discussed in the first few activities Malaria, which is caused by the protist Plasmodium of this unit. vivax, is spread by female Anopholes mosquitoes. Note that the spread of malaria is described in Analysis Question 4, in which students are asked to identify the vector. If students are having difficulty answering the Analysis Questions, or for review, consider having the class work together to develop a brief timeline of events on an overhead projector before watching You may want to clarify the idea that the term car- the video a second time. (If you develop this time- rier is usually applied to people, while vector is used line with the class before they answer the Analysis to describe other organisms (typically animals). In Questions, Questions 1 and 3 might become redun- both cases, the organism carrying the disease-caus- dant.) A timeline follows: ing agent is able to spread it to others, but does not show any symptoms of the disease. 1894 pendently discover that the bacterium Yersinia pestis causes the bubonic DOING THE ACTIVIT Y 2. Students watch a video segment on the bubonic plague. Researchers Yersin and Kitasato inde- plague. 1900 First bubonic plague epidemic in San Francisco, California, occurs. Have students read Analysis Questions 1–3 and People living in Chinatown were then watch the video segment on the bubonic quarantined because it was assumed plague. Be sure students know that the questions that the disease is spread by person– will be answered in the video. It may be helpful to to–person contact and the first infect- point out to the class the exact placement of the ed individuals were Chinese immi- questions in the context of a timeline of the events grants. (see Follow-Up section below). Teacher’s Guide C-59 Activity 33 • From One to Another 1900–1906 Researchers in India discover that the 2. bacterium Yersinia pestis is found in a. Draw a diagram showing how the bubonic plague is spread. the saliva of fleas that live on rats. Rat infected with Yersinia pestis When rats come into contact with humans, the fleas jump hosts and bite humans, infecting them with plague- Flea bites rat causing bacteria. 1906 Flea picks up Yersinia pestis A major earthquake occurs in San Francisco and causes a second out- Flea bites human and injects Yersinia pestis into blood break of the plague. As a result of the discovery of the role of rats in the plague, buildings in San Francisco were rat-proofed and fumigated. Garbage was collected Human gets bubonic plague and removed. Over one million rats were killed, and the b. Identify the vector of this disease. spread of plague stopped. The flea was the vector. SUGGESTED ANSWERS 3. TO ANALYSIS QUESTIONS 1. By 1906, officials knew how the bubonic plague was spread. What did they do this time to stop the In 1900, people did not know how the bubonic spread of disease? plague was spread. What did officials do to try to Knowing that plague was spread by fleas that stop the spread of disease? lived on rats provided the rationale for a mas- Because it was assumed that the disease is sive rat-killing campaign. Houses were “rat- spread by person-to-person contact and the proofed” by blocking up holes to the outside first infected individuals were Chinese immi- and garbage was picked up to prevent attract- grants, the people living in Chinatown were ing rats. Over one million rats were killed. quarantined. The Chinatown area was physically cordoned off and sick people were sent to Angel Island in San Francisco Bay. The spread of the plague stopped, so the quarantine was considered a success. 4. a. Malaria, a disease particularly common in Africa, is caused by a tiny germ known as Plasmodium. When a female mosquito bites a person infected with malaria, she sucks up Plasmodium along with the blood. When she bites a healthy person, The video also shows houses being sprayed with Plasmodium germs in her saliva infect that per- disinfectant, causing some houses to be acciden- son. What is the vector in this case? tally burned down. Carbolic acid was poured into the sewers, which actually increased the spread of plague by flushing all the rats out. C-60 Science and Life Issues The female mosquito is the vector for malaria. From One to Another • Activity 33 b. Now that you know the vector for malaria, sug- mon disease in tropical countries. Students gest two ways that the spread of malaria could be assigned to research this disease can share their reduced or prevented. knowledge with the class. Students are likely to suggest killing off mos- In addition, you can discuss ways in which sci- quitoes (for example, widespread insecticide entific information can guide public health pol- spraying), preventing mosquito bites (for icy. Students may not know that mosquitoes, example, through the use of insect repellent or, particularly those species that spread dengue if possible, by avoiding areas with high con- fever, breed in stagnant water. One way of centrations of mosquitoes), or taking medica- reducing mosquito populations is to prevent tion to prevent or treat malaria. As a class, you stagnant water from collecting in or near may want to discuss what evidence is available homes. This includes water that may collect in for determining which methods are effective. containers after rain (including tires, outdoor While each of the approaches mentioned is furniture, etc.) as well as indoor water such as used to prevent malaria, malaria is still a com- uncovered aquariums and toilets. Teacher’s Guide C-61