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Transcript
Infectious Disease Key Words: Virus, Bacteria, Prion, Transmission Designed by Noel Mellon, Mt. Carmel High School, Poway Unified School District Summary: To introduce students to emerging infectious diseases and their affects on the body and society, students will learn about various infectious diseases then play role in a team to solve a mysterious outbreak. Content Standards: California Life Science Standards 10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response: a. Students know the role of the skin in providing nonspecific defenses against infection. b. Students know the role of antibodies in the body's response to infection. c. Students know how vaccination protects an individual from infectious diseases. d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body's primary defenses against bacterial and viral infections, and effective treatments of these infections. e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign. Understandings: Students will understand that: Homeostasis in an organism must be maintained to survive. Essential Question How is homeostasis threatened by infectious agents? Students will know: Virus, Bacteria, and Prion structure Modes of transmission, precautions Students will be able to: Analyze data to determine what infectious disease is present and give recommendations on how to reduce risk of transmission. Performance Task: Disease Detectives, Activity Attached Key Criteria: Disease Detectives Final Report, Rubric Attached Other Evidence: Pre quiz/ post quiz Video Questions/Answers Webquest, Infectious Disease Self-Assessment: Graded work Review Questions, Self Quiz Chapter 15 Learning Plan: 1. Activity 1: Deadly Disease Among Us * Students take a short pre-quiz on the impact of infectious diseases, then classify several diseases as emerging, re-emerging, or endemic. Activity attached 2. Webquest, Infectious Disease http://www.pusd.info/online/humanbio/infectious_disease_webquest_part_1.htm Activity attached 3. Videos: Mad Cow Disease Understanding Bacteria Ebola Microbes and Human Diseases 4. Activity 2: Superbugs: An Evolving Concern * Students investigate the growth of bacteria in the presence of antibiotics and use the results to explain a case of antibiotic-resistant tuberculosis Activity Attached 5. Performance Task: Disease Detectives * Students take on the roles of public health experts to investigate the cause of a mystery disease. Activity Attached * Source: “Emerging and Re-emerging Infectious Diseases,” NIH Curriculum Supplement Series, Grades 9-12 http://science.education.nih.gov/supplements/nih1/diseases/default.htm Exceptional Extremely well organized; logical format that was easy to follow; flowed smoothly from one Organization idea to another and cleverly conveyed; the organization enhanced the effectiveness of the project Admirable Acceptable Somewhat organized; ideas Presented in a were not thoughtful manner; there were signs of presented coherently and organization and most transitions were transitions were easy to follow, but at not always smooth, which at times ideas were times distracted unclear the audience Content Accuracy Mostly accurate; a Completely accurate; few inconsistencies all facts were precise or errors in and explicit information Somewhat accurate; more than a few inconsistencies or errors in information Research Went above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized more than eight types of resources to make project effective Used the material provided in an acceptable manner, but did not consult any additional resources Did a very good job of researching; utilized materials provided to their full potential; solicited more than six types of research to enhance project; at times took the initiative to find information outside of school Amateur Choppy and confusing; format was difficult to follow; transitions of ideas were abrupt and seriously distracted the audience Completely inaccurate; the facts in this project were misleading to the audience Did not utilize resources effectively; did little or no fact gathering on the topic Infectious Disease Webquest EPIDEMIC! § Surf to website “EPIDEMIC:” http://www.pbs.org/fredfriendly/epidemic/perspective/index.html § Using the essay ,“The Natural History of Infectious Disease,” by Rob DaSalle, PhD., answer questions 1-5. The essay is broken into parts in the "target." Start in the middle (Exposure), read, then click on Infection, read, and begin answering questions. You will have to click on each section to find all the answers. DO NOT PLAGIARIZE. DO NOT COPY/PASTE. USE YOUR OWN WORDS TO SUMMARIZE THE ANSWERS. 1. How do microbes invade the body? (Invasion) 2. Differentiate between nonspecific defenses and specific defenses. 3. Describe the four ways microbes exit infected individuals. 4. Describe six ways microbes can travel to other bodies. 5. Describe four ways that human actions help disease to spread over large geographical regions. § What are some solutions to these scenarios? Read the scenarios (NOT EXTENSION PROJECTS) at the following web address: http://www.pbs.org/fredfriendly/epidemic/guides/pages/versionOne/scenarios.html 6. and 7. CHOOSE TWO SCENARIOS (NOT EXTENSION PROJECTS) TO RESPOND TO AND WRITE YOUR SCENARIO NUMBER AND ANSWER FOR #6 AND #7. § Vocabulary: Surf to the glossary and find the definition of the following terms. Write a definition or example IN YOUR OWN WORDS for each of the terms: http://www.pbs.org/fredfriendly/epidemic/guides/pages/versionOne/vocabulary.html 8. Antibiotic resistance 9. Epidemic 10. Surveillance 11. Bacterial Meningitis 12. Vaccine 13. Immunization Part II: Center for Disease Control, “CDC” has an extensively informative website. § Use the link below to find out how HIV can be transmitted. http://www.cdc.gov/hiv/pubs/facts/transmission.htm 14. How is HIV transmitted? 15. What are the risks of transmission in the following situations: a. households b. businesses c. kissing d. biting e. saliva, tears, sweat f. insects 16. How can mothers pass HIV to their babies? 17. What is the effectiveness of condoms with regard to HIV? 18. Read about West Nile Virus. Write a 1 to 2 page summary (12 point Times New Roman, double space, 1 inch margins) about West Nile Virus (how you get it, how it's spread, etc. etc.) and why it's an issue now. Copy your response to the end of your questions. BE SURE YOU ARE NOT PLAGIARIZING ANYTHING!