Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Neglected tropical diseases wikipedia , lookup
Rocky Mountain spotted fever wikipedia , lookup
Chagas disease wikipedia , lookup
Meningococcal disease wikipedia , lookup
Schistosomiasis wikipedia , lookup
Leishmaniasis wikipedia , lookup
Visceral leishmaniasis wikipedia , lookup
Eradication of infectious diseases wikipedia , lookup
Leptospirosis wikipedia , lookup
Diseases and Epidemics Title: Diseases and Epidemics Grade Level: 9-12 Subject/Content: Science/Biology Summary of Lesson: Students gain knowledge of historical outbreaks of disease and how such outbreaks can be prevented in the present day. Focus Question: Why were historical diseases so devastating? What can we do to prevent outbreaks from occurring in the present time? Databases: Science in Context Procedures Teacher Preparation/Planning 1. Direct students to read the following article. As they read, direct them to create and define a list of relevant terms, for example, epidemic, pandemic, plague, etiology, pathogen, vector, etc. “Epidemics and pandemics.” (World of Microbiology and Immunology. Ed. Brenda Wilmoth Lerner and K. Lee Lerner. Detroit: Gale, 2009. Gale Science in Context. GALE|CV2644650154) 2. Break students into small groups. Direct each group to create a chart outlining the following: Biological vectors of infectious disease Demographic conditions contributing to outbreaks Sanitation/water quality issues contributing to outbreaks Disease prevention measures 3. Have groups share their charts. 4. Instruct students to choose a disease for further research. At a minimum, the research should include the following: Historical context of the condition Symptoms Long-term effects Disease-causing organism and how it affects the body Mode of transmission from person to person Whether and how the disease has traveled from one region to another Ways to prevent the disease (and/or how the disease has been reduced/eliminated) Treatments for the disease, if any Suggested diseases for further research: African sleeping sickness Anthrax Bubonic plague Chagas disease Chicken pox Cholera Dengue fever Diphtheria Ebola Botulism Food poisoning from staphylococcus Gonorrhea H1N1 influenza Hepatitis C Influenza (A or other subtype) Lassa fever Legionnaires' disease/Pontiac Fever Leprosy Lyme disease Malaria Measles Meningitis Meningococcal disease Mumps Polio Rabies Rubella Salmonella infection Shingles Smallpox Syphilis Tetanus Tuberculosis Typhoid fever Typhus fever Whooping cough Yell ow fever 5. Direct students to write a short report on their chosen disease. 6. Each student should design a “Wanted” poster depicting the diseasecausing organism (posters may indicate whether the disease has been “Captured” or is “Still at Large”). The poster should include sections of text addressing each of the points above. 7. Have the groups share their posters with the class or display them in the room/hall. Steps/Activities by Students 1. Access and read assigned article on the causes of epidemics and pandemics. 2. As a group, create a chart outlining the causes of historical epidemics. 3. Share your charts with the class. 4. Choose an infectious disease for further research using Science in Context. Write a brief report. 5. Create an informative “Wanted” poster detailing how the disease has been or can be prevented. 6. Share your poster with the class. Outcome: Students will identify the causes and effects of historical disease outbreaks. They will research a current or historical infectious disease and summarize what they have learned via a written report and an informational poster. Related Activities Global Studies o Introduce additional information on the history of disease(s). Have students work on projects such as timelines. o Explore specific diseases in more detail using a historical, geographic, or cultural focus (e.g., contact between Europe and the Americas, European plagues, the building of the Panama Canal, tropical diseases). English o Have students read Edgar Allen Poe’s “The Masque of the Red Death.” Discuss the historical timeframe in which this story was written and the symbolic nature of the writing. Standards Alignment Next Generation Science Standards HS-LS1.SEP.3.1. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-6) HS-LS2.CC.2.1. The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. (HS-LS2-1) ESS3.DCI.B:1. Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. (HS-ESS3-1) Standard Source: Next Generation Science Standards (2013) Common Core State Standards Grades 9-10 CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. CCSS.ELA-Literacy.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.WHST.9-10.7 Conduct short, as well as more sustained research projects, to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Grades 11-12 CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCSS.ELA-Literacy.RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently. CCSS.ELA-Literacy.WHST.11-12.2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.WHST.11-12.7 Conduct short, as well as more sustained research projects, to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Source: Common Core State Standards Initiative (2010)