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The Range of Disease
ACTIVIT Y OVERVIEW
PRO JE
C
SUMMARY
Students are introduced to a variety of diseases with a classroom scavenger hunt. The
class compares the familiarity with various diseases among different generations (students’ vs. parents’ generation and/or grandparents’ generation). A long-term research
project on disease is assigned. Students eventually complete the project by developing a public service announcement in the form of a cartoon strip.
KEY CONCEPTS AND PROCESS SKILLS
1.
Graphing data can reveal patterns that are not apparent from data tables.
2.
Diseases can be caused by infectious agents, genes, environmental factors,
lifestyle, or a combination of these causes.
3.
Data can be analyzed to determine trends and/or patterns. Analyzing trends in
how a disease spreads can suggest ways of preventing its further spread.
4.
Disease is a breakdown in the structure or function of a living organism.
KEY VOCABULARY
disease
MATERIALS AND ADVANCE PREPARATION
For the teacher
*
*
1
Transparency 31.1, “Diseases”
1
transparency of Student Sheet 31.2, “Knowing About Disease”
1
overhead projector
chart paper (optional)
For the class
books, magazines, CD-ROMs, Internet access, etc.
*
crayons, markers, art supplies (optional)
Teacher’s Guide
C-19
Activity 31 • The Range of Disease
For each student
1
Student Sheet 31.1, “The Hunt Is On”
1
Student Sheet 31.2, “Knowing About Disease” (optional)
1
Student Sheet 31.3, “Disease Research Report”
1
Student Sheet 31.4, “PSA Panels” (optional)
*Not supplied in kit
TEACHING SUMMARY
Getting Started
1.
Introduce the concept of disease.
Doing the Activity
2.
Students conduct a scavenger hunt on disease using Student Sheet 31.1.
3.
Students compare their knowledge of disease with that of their parents and/or
grandparents using Student Sheet 31.2. (Optional)
4.
Introduce and assign the research project on disease.
Follow–Up
5.
Students share their PSAs with the rest of the class.
INTEGRATIONS
Language Arts/ Social Studies
Students are assigned a research project. Collaborate with other teachers to find out
how such projects are typically designed and the appropriate expectations for student
writing. Consult the Literacy and Communication Appendix for suggestions on student writing.
Art
Students are expected to use their research to produce a public service announcement
in the form of a cartoon strip.
REFERENCES
Gerking, J.L., ed. “Science Briefs: Microbial Threats.” The Science Teacher (Sept.
1999): p.13.
C-20
Science and Life Issues
The Range of Disease • Activity 31
TEACHING SUGGESTIONS
chart paper posted in the room. Come back to these
questions at the end of the project and have stu-
GETTING STARTED
1.
dents address them.
Introduce the concept of disease.
Introduce the project by having students complete
DOING THE ACTIVIT Y
2.
Student Sheet 31.1, “The Hunt Is On.” Begin by
Students conduct a scavenger hunt on
disease using Student Sheet 31.1.
having students read the names of the diseases.
Review the concept of a disease as the breakdown
The scavenger hunt can be organized in several
in the structure or function of a living organism
ways. You may want to provide students with a time
(refer students to the second paragraph of the
limit, such as five minutes, during which they cir-
Introduction to Activity 31 on page C-8 in the Stu-
culate around the room to get other students to ini-
dent Book). Inform students that not all of the dis-
tial their grids. You can then encourage students to
eases mentioned in this activity are infectious; use
gather the greatest number of initials. Another alter-
Transparency 31.1, “Diseases,” to review the idea
native is to have students collect one another’s ini-
that diseases can be caused by a variety of factors.
tials until someone completes a horizontal or verti-
The dashed lines show that even infectious dis-
cal row or some other pattern. Once students
eases may be influenced by genetic, environmen-
understand the rules, have them begin the scav-
tal, or other factors. However, they are primarily
enger hunt.
caused by infectious agents, more commonly
called “germs.”
After completing the scavenger hunt, review with
the class how easy or difficult it was to find some-
Before beginning the activity with the class, be sure
one to initial the various diseases: How many stu-
to review the rules as stated in Step 1 of the Student
dents know someone who has had the flu vs. some-
Procedure. Point out that students can sign any box
one who has had polio? What observations are you
for which they know someone who has had that
able to make about your familiarity with the var-
disease; it is not necessary for the student to have had
ious diseases?
the disease. Each student can initial only one box
per student sheet (including his or her own).
n Teacher’s Note: Note that the “Teacher’s Guide to
Human Diseases and Medical Conditions” is provided for your reference only and is not intended
for distribution to students. During this activity,
students will bring up many questions about various diseases and other medical conditions. Do not
answer their questions at this time. Instead, point
out that they will be doing a research project to find
3.
Students compare their knowledge of
disease with that of their parents and/or
grandparents using Student Sheet 31.2.
(Optional)
n Teacher’s Note: If your student population is
unable or unlikely to ask adults at home about their
familiarity with various diseases, you may wish to skip
this part of the activity. Or students may ask another
adult of their parents’ and/or grandparents’ generations to help them complete the Student Sheet.
the answers. If you wish, record their questions on
Teacher’s Guide
C-21
Activity 31 • The Range of Disease
Have students complete Student Sheet 31.2, “Know-
are now extremely rare or uncommon, while others
ing About Disease.” Refer students to the column
are newly emerging or experiencing a resurgence in
marked “You.” Have them put an “X” if they “Know
the population.
someone?” who has had a particular disease. Use a
transparency of Student Sheet 31.2 to calculate the
class totals; this can be done by having students
4.
Introduce and assign the research project
on disease.
raise their hands if they marked an “X” next to a
n Teacher’s Note: The research project presented in
particular disease.
Part Two of the Procedure is intended to be com-
Instruct students to take home Student Sheet 31.2
and have a parent or guardian and a grandparent or
older adult indicate their familiarity with the various diseases by marking an “X” in the appropriate
“Know someone?” column.
pleted over a period of time, as students progress
through the unit. Much of the information that
they research will make sense only in light of what
they are learning in this unit (if you are unable to
structure this activity over time, consider delaying
the assignment until after students have completed
After students bring back these responses, use the
Activity 44, “Who’s Who?”). Guide students on
transparency of Student Sheet 31.2 to summarize
how to conduct a research project by establishing
class totals. Use Analysis Question 3 to investigate
expectations and interim deadlines. Depending on
the question of differences among the different gen-
your student population, this project can be either
erations. Be sure to consider the fact that you may
completed primarily outside of class time or con-
have different amounts of data for the different gen-
ducted on a class schedule (for example, one class
erations; if so, use percentages of the total (i.e. per-
period a week for four weeks). Deadlines that you
cent of students who knew someone vs. percent of
can establish include: finding resources (for many
parents/guardians) rather than the raw data.
students, going to the library or collecting/con-
To reinforce graphing skills and to reveal similarities
or differences among generations, have students create bar graphs of the percent of each generation
familiar with a group of diseases. Each group
of four students can graph the data on five
of the diseases. This is also an
opportunity to use computer
graphing programs that may be
available to you.
After the class has analyzed the results and responded to Analysis Question 3, discuss students’ ideas
about the reasons for some of the differences
observed. Some diseases that were once common
C-22
Science and Life Issues
ducting research requires the greatest amount of
time); using resources to complete research as
directed on Student Sheet 31.3, “Disease Research
Report”; and creating the cartoon strip. You may
also wish to use the U NDERSTANDING C ONCEPTS
(UC) variable or either element of the C OMMUNI CATING
S CIENTIFIC I NFORMATION (CM) variable to
assess students’ final work.
The majority of the diseases discussed in this unit
are infectious; in fact, you may wish to limit the
research projects to diseases that are infectious. Of
the diseases listed on Student Sheet 31.2, the following diseases are considered infectious (though
some are not spread through person to person con-
The Range of Disease • Activity 31
tact but through an animal vector): AIDS/HIV,
dents at this age often respond better to a concrete
amoebic dysentery, anthrax, bronchitis, chicken-
handout vs. a general project concept. To support
pox, cholera, cold, diphtheria, Ebola, Hansen’s dis-
student success, you may also want to clarify other
ease, hepatitis, influenza, Lyme disease, malaria,
expectations, including due dates (having Student
measles, meningitis, mononucleosis, mumps, per-
Sheet 31.3 turned in and evaluated before beginning
tussis, pneumonia, polio, rabies, ringworm, rubella,
the PSA is recommended), and the level of specifici-
salmonella, strep throat, tapeworm, tetanus, tuber-
ty expected on Student Sheet 31.3. If students are
culosis, and typhoid.
going to use the Internet for research, establish
Inform the class that they will be investigating what
can be done to reduce the incidence of disease. They
will be producing public service announcements
(PSAs) to share tips to reduce one’s chances of getting the disease. As a class, read the Introduction to
Activity 31 on page C-8 in the Student Book, making
sure students understand the concept of a PSA.
Point out to students that in order to create their
public service announcements, they need more
information. Decide how students will choose or be
assigned an infectious disease to research. Your
options include: assigning students to research a
particular disease; pulling names out of a basket to
match a student with a disease; or having students
turn in their first three preferences and then allocating based on availability. No more than two students researching the same disease is recommended. You may not want to limit yourself to the
diseases listed on Student Sheet 31.2, particularly if
you have more than 40 students. Also, you may
want to add any diseases that are being discussed in
the news.
expectations for sources of reliable information; not
every site provides accurate and up-to-date scientific information. Student Sheet 31.3 provides a format
for students to record essential information about
their disease topics. It is intended to help them gather all the needed information and to discourage
copying. Encourage them to summarize their findings and not to copy from the original source.
You may wish to provide students with a copy of
Student Sheet 31.4, “PSA Panels,” to use to create
their PSAs in the form of a cartoon strip. Remind
students that the PSA should be about the disease
they researched. Emphasize the idea that it should
tell people either how to prevent getting the disease
(if possible) or one important piece of information
on the disease. Identify expectations for the PSA,
such as: it must be educational and based on scientific evidence; it must include written text; it must
be a certain length (e.g., minimum of 3 panels and
a maximum of 6 panels); it may be humorous; etc.
Also share standards for grading so students know
what to expect. You may want to consider timeliness, format, creativity, neatness, color, accuracy of
Assign students to work individually or in pairs to
information, and effectiveness (how well the PSA
complete Student Sheet 31.3, “Disease Research
conveys its message). Accuracy of information and
Report.” The project is divided into two parts: (1) the
effectiveness can be assessed by using the U NDER -
Disease Research Report and (2) the PSA in the form
STANDING
of a cartoon strip. Student Sheet 31.3 is provided in
S CIENTIFIC I NFORMATION (CM) variables.
C ONCEPTS (UC) and C OMMUNICATING
the Teacher’s Guide as an optional handout. Stu-
Teacher’s Guide
C-23
Activity 31 • The Range of Disease
(e.g., giardiasis), and availability of certain foods
FOLLOW–UP
5.
(e.g., pellagra). If students completed the “Study-
Students share their PSAs with the rest of
ing People Scientifically” unit of Science and Life
the class.
Issues, mention the pellagra story as an example
After students have completed their PSAs, post
of a disease that was common when certain
them around the room or on a bulletin board. Con-
types of foods were not available to all members
sider having them place their PSAs into different
of the U.S. population. Malaria is a disease that is
categories based on the cause of the disease (as list-
transmitted by mosquitoes and is therefore more
ed on Transparency 31.1). Provide class time for stu-
common in tropical climates, where mosquitoes
dents to read one another’s work. Then discuss
are active year-round.
Analysis Questions 4 and 5. If you posted student
Students may be interested to know that a survey
questions at the beginning of the activity, attempt
released by the World Health Organization
to answer those questions in class. By this time,
(WHO) in June 1999 stated that one-half of the
many of the students will have answers to one
deaths among young working-age adults and
another’s questions.
children are caused by just six infectious diseases: AIDS, malaria, tuberculosis, measles, diar-
SUGGESTED ANSWERS
rheal diseases, and acute respiratory infections
TO ANALYSIS QUESTIONS
such as pneumonia. Of all the deaths due to
infectious diseases among those under the age of
Part One: Knowledge of Disease
44 in 1998, 90% were due to these six diseases.
1.
For which diseases was it easy to find someone to initial your boxes on Student Sheet
3.
Compare the number of students, parents,
and grandparents who knew someone with
31.1?
a particular disease. What patterns do you observe?
Students are more likely to know someone with diseases such as the cold, flu, and strep throat.
2.
For example, which diseases were more recognized
by the grandparent generation than by your genera-
Would you expect to find the same diseases
tion? What do you think is the reason for this?
equally common in different parts of the
Depending on the data collected, students may
world? Why or why not?
observe that certain diseases, such as polio,
The same diseases are not equally common in
were more frequently encountered by the
different parts of the world, though some dis-
grandparent generation. Discuss possible rea-
eases are fairly common in many parts of the
sons for these differences. In some cases, med-
world. Encourage students to think about how
ical improvements such as vaccinations have
the prevalence of different diseases varies accord-
led to a decrease or even eradication of diseases
ing to different factors, such as climate (e.g.,
(such as smallpox and polio, which will be dis-
malaria), access to medical care such as prenatal
cussed in a later activity). In other cases,
care (e.g., neonatal diseases), water cleanliness
lifestyle changes may have caused increases or
C-24
Science and Life Issues
The Range of Disease • Activity 31
decreases of certain diseases. Other diseases,
techniques. Emphasize that preventive mea-
such as Ebola and AIDS, are relatively new and
sures depend on the disease. This concept will
may be known more by younger generations
be explored in further depth in the activities to
than the students’ grandparents. Consider all
follow.
explanations, including how life experience
may contribute to increased knowledge of disease, either through personal experience or
through additional study.
Part Two: Disease Research
Read the PSAs produced by other students.
5.
What types of diseases cannot be prevented? Explain.
Reinforce the idea that contracting a disease is
not under the control of an individual,
although the individual may be able to take
measures to reduce the chance of getting a disease. Certain types of diseases, such as genetic
4.
What can you do to prevent catching an infectious
disease?
diseases, cannot be prevented by anything that
an individual can do, although treatment and
Depending upon the mode of transmission of
management can improve a person’s long-term
the disease in question, preventive measures
health. In the case of infectious diseases, pre-
may include hand washing, food washing, vac-
ventive measures reduce the likelihood, or risk,
cinations, proper cooking techniques (particu-
that one might contract a particular disease, but
larly of meat), basic hygiene, and safer sex
do not guarantee that outcome.
Teacher’s Guide
C-25
Activity 31 • The Range of Disease
Teacher’s Guide to Human Diseases and Medical Conditions
Disease or
Condition
Causes
Symptoms
If infectious, how
is it spread?
Prevention/
Treatment
AIDS/HIV
HIV virus
Tired, dry cough,
loss of weight, nightsweats
Sexually,
Blood to blood
transmission
No cure yet, HIV
drugs extend life
Alzheimer’s
disease
Age, genetic
Disorientation, memory loss
Not infectious
No cure yet, estrogen
therapy, drugs can
delay onset of severe
symptoms
Amoebic
dysentery
Protist
Nausea, fever, diarrhea
Food and water borne
Drugs, fluid (for
dehydration)
Anthrax
Bacterium
Ulcers
Animal or human
feces
Antibiotics
Asthma
Environmental,
genetic
Shortness of breath,
dizziness, wheezing
Allergy,
environmental
Steroids
Breast
cancer
Genetic,
environmental
Lump in breast
Not infectious
Surgery, drugs,
radiation therapy
Bronchitis
Viruses, bacteria
Fever, chills, aches
Air borne droplets
Rest, antibiotics
Chickenpox Virus
Rash, itching, fever
Airborne droplets
Vaccine, rest, antiviral drugs
Cholera
Bacterium
Nausea, diarrhea, vomiting
Food and water borne Antibiotics, fluids
Colds
Viruses
Runny nose, cough, fever
Airborne droplets
on hands
Wash hands, rest,
drink fluids, drugs to
ease symptoms
Cystic
fibrosis
Genetic
Chronic lung problems,
digestive disorders
Not infectious
No cure, drugs,
treatments to clear
mucus from lungs.
Experimental gene
therapy in trial.
Diabetes
Genetic ,
environmental
Excessive urination,
thirst, hunger
Not infectious
Control sugar intake,
insulin shots
Diphtheria
Bacterium
Difficulty breathing, fever
Airborne droplets
Vaccine, antibiotics
Ebola
Virus
High fever, headache,
sore throat
Animal borne, blood
to blood transmission
Supportive therapy
Hansen’s
disease
(leprosy)
Bacterium
Skin lesions, nasal
congestion
Airborne droplets
Drugs
Hepatitis
(A, B, or C)
Viruses
Fatigue, swollen liver, pain
Blood borne, fecal
matter, sexual
Vaccines (for A&B),
drugs
Influenza
(flu)
Viruses
Fever, aches, cold symptoms Airborne droplets
Leukemia
Acquired at birth, Fever, fatigue, aches in bones Not infectious
environmental
C-26
Science and Life Issues
Wash hands, flu
shots, drugs ease
symptoms
Chemotherapy, bone
marrow transplants
The Range of Disease • Activity 31
Teacher’s Guide to Human Diseases and Medical Conditions (continued)
Disease or
Condition
Symptoms
If infectious, how
is it spread?
Prevention/
Treatment
Lung cancer Environmental,
lifestyle
Shortness of breath, pain
Not infectious
Surgery,
chemotherapy,
radiation, avoid
smoking
Lyme
disease
Bacterium
Red rash, flu-like, fever
Insect (tick) bite
Antibiotics, vaccine
Malaria
Protozoan
Chills, fever
Mosquito bite
Vaccine, drugs
Measles
Virus
Skin rash, fever, sore throat
Airborne droplets
Vaccine
Meningitis
Viruses, bacteria
High fever, headache,
stiff neck
Respiratory secretions, Drugs, vaccine
kissing
Mononucleosis
Virus
Fatigue, swollen glands
Exchanging saliva,
kissing
Rest, drugs
Multiple
sclerosis
Unknown
Lessening motor control,
weakness, tiredness
Not infectious
No cure, drugs
Mumps
Virus
Fever, swollen glands, sore
throat
Airborne droplets
Vaccine, drugs, rest
Parkinson’s
disease
Unknown
Tremors, rigidity, slowed
body movements
Not infectious
Drugs, exercise,
no cure
Pertussis
(whooping
cough)
Bacterium
Coughing (whooping
sound), sneezing, fever
Airborne droplets
Vaccine, rest, drugs
Pneumonia
Virus or
bacteria
Fever, shortness of breath,
cough
Airborne
Drugs if bacterial,
rest
Poliomyelitis Virus
Fever, sore throat, paralysis
Fecal matter
Vaccine, therapy
Rabies
Virus
Fever, headache
Animal bite
Injections
Ringworm
Fungal
Red ring-like rash
Contact with skin
lesions, animals
Drugs
Rubella
(German
measles)
Virus
Skin rash, fever
Airborne droplets
Vaccine
Salmonella
(food
poisoning)
Bacteria
Vomiting, diarrhea
Food borne
Rest, drugs
Sickle cell
anemia
Genetic
Lung tissue damage, stroke,
pain episodes
Not infectious
No cure, drugs,
transfusions
Spina bifida Genetic and
environmental
Paralysis,
Not infectious
Prenatal folic acid
reduces incidence, no
cure
Strep throat
Bacteria
Sore throat, fever
Airborne, food borne
Antibiotics, rest
Tapeworm
Larva
Stomach ache, weight loss
Animal and food
borne, poorly cooked
foods
Cook food well,
surgery
Causes
Teacher’s Guide
C-27
Activity 31 • The Range of Disease
Teacher’s Guide to Human Diseases and Medical Conditions (continued)
Disease
What causes
this disease?
Symptoms
How is
it spread?
Prevention/
Treatment
Tetanus
Bacteria
Headache
Infected wound
Vaccine
Tuberculosis Bacteria
(TB)
Cough
Airborne droplets
Long course of
several antibiotics
Typhoid
High fever
Infected food or water Vaccine, antibiotics
C-28
Bacteria
Science and Life Issues
Science and Life Issues Transparency 31.1
germs
and are caused by
infectious
©2006 The Regents of the University of California
genes
environment
are
Diseases
lifestyle
and are caused by
combination
of factors
noninfectious
Disease
C-29
Name
Date
The Hunt is On
©2006 The Regents of the University of California
When instructed, find a person in your class who knows someone who has had
one of the diseases shown in the boxes below. Have that person write his or her
initials in the box with the name of the disease. Initial only one box on any
person’s page, including your own.
Measles
Cystic
fibrosis
Polio
Cold
Influenza
(flu)
Mumps
Chickenpox
Hepatitis
Rabies
AIDS/HIV
Tetanus
Cholera
Tuberculosis
(TB)
Mononucleosis
(“mono”)
Alzheimer’s
disease
Strep
throat
Malaria
Ringworm
Diarrhea
Pneumonia
Heart
disease
Diabetes
Cancer
Asthma
Sickle cell
anemia
Science and Life Issues Student Sheet 31.1
C-31
Name
Date
Knowing About Disease
Disease
You
Your Parent/Guardian
Your Grandparent/
Older Adult
AIDS/HIV
Alzheimer’s disease
Amoebic dysentery
Anthrax
Asthma
Breast cancer
Bronchitis
Chickenpox
Cholera
Cold
Cystic fibrosis
Diabetes
Diphtheria
Ebola
Hansen’s disease (leprosy)
Hepatitis (A, B or C)
Influenza (flu)
Leukemia
Lung cancer
Lyme disease
Malaria
Measles
Meningitis
Mononucleosis
Multiple sclerosis
Mumps
©2006 The Regents of the University of California
Parkinson’s disease
Pertussis (Whooping cough)
Pneumonia
Poliomyelitis (polio)
Rabies
Ringworm
Rubella (German measles)
Salmonella (food poisoning)
Sickle cell anemia
Strep throat
Tapeworm
Tetanus
Tuberculosis (TB)
Typhoid
Science and Life Issues Student Sheet 31.2
C-33
Name
Date
Disease Research Report
Name of Disease:
1.
______________________________________________________________________
What causes this disease?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2.
What are the symptoms of this disease? In other words, how do you know when you
have this disease?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3.
How is this disease spread among humans? Be as specific as possible.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4.
How can this disease be prevented? (If this disease cannot be prevented, explain why
it cannot be prevented.)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
©2006 The Regents of the University of California
5.
After someone has this disease, what is the medical treatment? (If there is currently no
medical treatment, describe any research that is being done to develop a treament.)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6.
List two (2) important and/or interesting facts about this disease.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Science and Life Issues Student Sheet 31.3
C-35
Name
Date
©2006 The Regents of the University of California
PSA Panels
Science and Life Issues Student Sheet 31.4
C-37