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31 40 o5 3+ 0 -m i n u t e s es si T -t on 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