Download Human Health Unit - Amanda Gurgul`s Science Teaching Portfolio

How is your immune system like superheroes,
fighting the “villains” that attack it daily?
A 7-8th Grade Unit on Human Health and the Immune System
Amanda Gurgul
Fall 2012
Table of Contents
Section Title:
Pages:
3-7
Unit Overview (Understanding by Design)
8
Macro View
Lesson Plans: Who are the “villains” invading our cells?
9-11
12-27
Lesson Resources
Lesson Plans: Where are the “villains” in your school?
28-30
31-35
Lesson Resources
Lesson Plans: The Immune System: Your body's superheroes!
36-37
38-39
Lesson Resources
Lesson Plans: Vaccines - Should they be mandatory for all children?
40-43
Lessons Plans: Noninfectious Diseases: More “villains”
44-46
47-51
Lesson Resources
Extension Lesson: Common Core Writing in Science
52-53
Extension Lesson Resources
54-59
Study Guides (3 Levels)
*Lab: Pathogens in Our School is a separate document
**End of unit tests (4 levels) are a separate document
60-67
Human Health Unit
Unit Title: How is your immune system like superheroes, fighting the
“villains” that attack it daily?
Grade/Subject: 7th-8th grade Life Science
Duration of Unit: Four Weeks
STAGE 1 – DESIRED RESULTS
Standard: S7-8:42 Students demonstrate their understanding of the
Patterns of Human Health/Disease by...
● Explaining how a variety of microbes (e.g. virus, bacteria,
fungi) and toxic materials can interfere with body systems and
cause harm
● Science Concepts:
○ Viruses, bacteria, fungi, and parasites may infect the
human body and interfere with normal body functions.
○ The environment may contain dangerous levels of
substances that are harmful to human beings.
S 7-8:2 Students demonstrate their understanding of PREDICTING
AND HYPOTHESIZING by…
● Predicting results (evidence) that support the hypothesis.
AND
● Proposing a hypothesis based upon a scientific concept or
principle, observation, or experience that identifies the
relationship among variables.
S7-8:4 Students demonstrate their ability to CONDUCT
EXPERIMENTS by…
● Accurately quantifying observations using appropriate
measurement tools.
AND
● Using technology to collect, quantify, organize, and
store observations (e.g., use of probe).
AND
● Drawing scientifically:
● Recording multiple perspectives to scale (e.g., magnification,
cross section, top view, side view, etc.).
S57-8:5 Students demonstrate their ability to REPRESENT DATA by…
● Representing independent variable on the “X” axis and
dependent variable on the “Y” axis.
AND
● Determining a scale for a diagram that is appropriate to the
task.
AND
●
Using technology to enhance a representation.
AND
●
Using color, texture, symbols and other graphic strategies to
clarify trends/patterns within a representation.
S 7-8: 6 Students demonstrate their ability to ANALYZE DATA by…
● Identifying, considering and addressing experimental errors
(e.g., errors in experimental design, errors in data collection
procedures).
AND
● Identifying limitations and/or sources of error within the
experimental design.
Common Core: Argumentative Writing in Science
Understanding(s) /Big Ideas:
Essential Question(s):
Students will understand:
● various types of biological organisms (pathogens) can make us
sick (infectious diseases)
● our bodies have lines of defense to protect us from pathogens
● how we can protect ourselves against certain diseases
(vaccines, lifestyle choices, etc.)
● choices that we make can affect our health
● how to set-up, carry out, and analyze a scientific experiment
● how to analyze, debate, and express moral and ethical
viewpoints in current science topics
What types of living organisms
make us sick and how?
Goals:
Students will develop an understanding of the different types of
pathogens that affect us – bacteria, viruses, fungi, and protists.
Students will develop an understanding of how pathogens are spread.
Students will develop an understanding of how our bodies fight against
pathogens.
Students will gain an understanding about various, common
noninfectious diseases/conditions and how they are acquired.
Students will explore how their choices can affect their health.
Students will develop an understanding of how environmental factors
affect our health.
Student will gain experience setting up, conducting, and analyzing
scientific experiments.
Students will practice analyzing, debating, and expressing various
moral and ethical viewpoints in current science topics.
Student Objectives/Learning Outcomes:
Students will learn the difference between infectious and noninfectious
diseases by playing Balderdash to define these terms, then applying
How do bacteria, viruses,
fungi, and protists spread?
How is your body's immune
system like superheroes, trying
to protect you?
How can we best protect
ourselves from getting sick?
How do vaccines work?
Should vaccines be mandated
for all schoolchildren?
How do noninfectious diseases
make us sick and how do we
protect ourselves from them?
these terms by sorting diseases into infectious/noninfectious.
Students will learn about the types of pathogens by looking at slides of
the 4 types of pathogens, reading about the characteristics of the four
types and sorting diseases into the type of pathogen that causes them.
Students will develop an understanding of how pathogens are spread
by conducting a lab where students predict and test which surfaces in
the school have the most bacteria.
Students will watch and Prezi and video, take notes about, and act out
how our bodies’ immune system fights against pathogens.
Students will learn about vaccines and the ethical debate around
mandating vaccines by watching news clips, experiencing interactive
computer activities, and writing a persuasive paragraph.
Students will gain a basic understanding about what cancer is and its
causes (including the role of genetics, behavior choices, and
environmental factors), by reading, taking notes, and completing
“Check Your Understanding” activities.
Students will learn about various noninfectious diseases by researching
a particular disease and creating a flyer about that disease for the
Community Health Center’s Education Room.
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s):
-Students will demonstrate their understanding of the types of
pathogens, how pathogens spread, and how diseases from different
pathogens are treated through daily Focus Work and the “Who Am I?”
activity, where students use clues to match the descriptions to certain
diseases.
-Students will demonstrate their understanding of how pathogens are
spread in their school AND how to set-up, conduct, and analyze a
scientific experiment by conducting a lab in class and completing a “lab
packet”.
-Students will write persuasive paragraphs about whether states should
mandate vaccines for all schoolchildren.
Grading Format:
-Classwork Grade:
Focus Work (2 weeks)
-Classwork Grade:
“Who Am I?” Packet
- Project Grade: “Lab Packet”
-Class Participation Grade
-Rubric Grade (LEAF Rubric)
-Class Participation Grade
-Students will take a test about infectious diseases, pathogens, how
pathogens spread, the immune system, vaccines, and noninfectious
diseases.
-Test Grade
-Students will demonstrate their learning about noninfectious diseases
-Project Grade: Assessment
by researching a particular disease and creating a flyer for the
Community Health Center’s Education Room.
Check-list
-Class Participation Grade
STAGE 3 – LEARNING ACTIVITIES
Learning Activities:
Current Conceptions: What’s Happening Here?
Vocabulary Balderdash
Infectious or Noninfectious: That is the Question
Mini-Lecture: Pathogens
Who Am I? (Pathogen Sort)
Lab: Pathogens in Our School!
Mini-Lecture: Immune System
Mini-Lecture: Vaccines
Current Debate: Vaccines
Persuasive Paragraphs: Vaccines
Mini-Lecture: Cancer
Final Project: Noninfectious Diseases
Review Game
Test
Helpful Internet sites used for human health:
http://www.bam.gov/sub_diseases/diseases_immuneplatoon.html (kid-friendly site about
pathogens)
http://education.sdsc.edu/teachertech/downloads/pathogen.pdf (Models of pathogens)
http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans/hiv_mythBusters.
pdf (Mythbusters about HIV)
http://www.worldofviruses.unl.edu/curricula/curricula/category/1 (Lots of websites)
http://www.bioedonline.org/resources/files/TSO_Mic_05_s.pdf (Sorting microbes into categories)
http://www.bioedonline.org/resources/files/TSO_Mic_08_s.pdf - (Pathogens in the school lab!)
http://www.bioedonline.org/resources/files/TSO_Mic_11_s.pdf (Case studies of diseases)
http://www.bioedonline.org/resources/files/TSO_Mic_09_s.pdf - (Description of immune system)
http://wps.aw.com/bc_anspaugh_health_7/12/3224/825420.cw/index.html%20parentloc (Disease GO)
http://www.abpischools.org.uk/page/modules/infectiousdiseases_pathogens/pathogens8.cfm?co
SiteNavigation_allTopic=1 (Description of Pathogens with interactives)
http://www.sciencebuddies.org/science-fair-projects/project_ideas/MicroBio_Agar.shtml (About
agar)
http://dpi.wi.gov/sspw/pdf/k_12communicable.pdf (Middle School Lessons - infectious diseases)
http://depts.washington.edu/ceeh/downloads/FF_Asthma.pdf (Asthma lesson)
http://www.historyofvaccines.org/content/educators (Vaccines)
http://commtechlab.msu.edu/sites/dlc-me/zoo/index.html (Microbe Zoo)
http://www.mckinley.illinois.edu/Handouts/list%20by%20topics.html#Cold (Pdfs of many
diseases)
http://www.health.harvard.edu/video/herd-immunity/ (Herd Immunity)
http://www.pbs.org/wgbh/pages/frontline/vaccines/view/ (Vaccine Debate)
Human Health Unit Macro
November 20th
Current
Conceptions
November 21st
Thanksgiving
Break
Thanksgiving
Break
Vocabulary
Balderdash
November 26th
Infectious or
Noninfectious?
27th
November 22nd
28th
November 23rd
Thanksgiving
Break
29th
30th
Pathogens: Mini- Who Am I?
Lecture
Activity
Pathogens in our Pathogens in our
School Lab
School Lab
Introduction
Assign: Scientific
Method Crossword
Due: Scientific
Method
Crossword
December 3rd
4th
Pathogens in
Immune System
our School Lab Mini-Lecture
Results
5th
Who Am I?
Activity
6th
7th
Immune System Vaccines Debate
Activity
Pathogen Review Vaccines
Assign: Lab
Packets
Due: Lab
Packets
10th
11th
12th
Non-Infectious
Diseases
Work on Projects Ice Skating!
Introduce
Project
Assign: Study
Guide
17th
Test
Review Game
Due: Study
Signatures
14th
Work on Projects Work on Projects
Early Release
18th
Study Guide
Review
13th
Due: Study
Guide
20th
19th
Work on Projects Work on Projects Community
Health Binder
Gallery Walk!
Due: Projects
21st
Days One through Three: Who are the “villains” invading our cells?
Goals:
Students will understand the differences between infectious and noninfectious diseases.
Students will develop an understanding of the different types of pathogens that affect us –
bacteria, viruses, fungi, and protists.
Objectives:
Students will reveal their current understanding of diseases and the immune system by
explaining what they are seeing in a video of the immune system attacking a pathogen.
Students will learn relevant vocabulary by playing a version of “balderdash.”
Students will sort diseases into the categories of infectious and noninfectious.
Students will look at slides of the 4 types of microbes.
Students will sort diseases based on their characteristics, applying what they have learned
about the different types of microbes.
Standards Met:
S7-8:42: Students demonstrate their understanding of the Patterns of Human Health/Disease by...
● Explaining how a variety of microbes (e.g. virus, bacteria, fungi) and toxic materials can interfere
with body systems and cause harm
Daily Activities:
Day 1:
What’s Happening Here? - Current Concepts (5 minutes)
Vocabulary Balderdash (20 minutes)
Infectious or Noninfectious: That is the Question (20 minutes)
Day 2:
Infectious or Noninfectious Activity Review (10 minutes)
Pathogen Mini-Lecture (20 minutes)
Who Am I? Introduction (5 minutes)
Day 3:
Focus Work (5 minutes)
Who Am I? Pathogen Sort (35 minutes)
Who Am I? Debrief (5 minutes)
Materials:
YouTube
Slips of Paper (18 per class)
Slips of paper with vocabulary definitions written on them
Vocabulary Worksheets
Patient Lists (Infectious vs. Noninfectious)
Focus Work Questions
Pathogens Reference Page
Who Am I? Clues Worksheets
Slides (or pictures of slides) of 6 pathogens
Vocabulary:
Pathogen - an organism that causes disease
Infectious disease - a disease that is caused by a living organism within the body
Non-infectious disease - a disease that is not caused by a pathogen and cannot be spread from
person to person
Antibiotic - a chemical that kills bacteria or slows their growth without harming body cells
Activities:
What’s Happening Here? - Current Conceptions:
Teacher’s Notes:
With no introduction (and hiding the title at the top), play this video:
White Blood Cell Chases Bacteria (With Benny Hill Song) - (28 seconds)
http://www.youtube.com/watch?v=uqyIIVhKiYs
Have students discuss the prompt below with the other students at their tables. List their ideas
on the board. Ask students if they want to switch their answer to another group’s answer. Have
students defend their answers and ask again if anyone wants to switch. See if you can get all of
the students to eventually agree on an answer.
For Students:
Prompt: Describe what you think is happening in this video. What is “the big blob” that is
chasing the “small blob?” Discuss with the other students at your table.
Hint: What is happening in this video is something that happens in your body all the time.
Vocabulary Balderdash:
Teacher’s Notes:
Have table groups come up with a definition for “pathogen”, “infectious”, and “noninfectious” and
write them down on slips of paper. Collect the slips and add in the “correct” definition. Read the
definitions aloud and have students vote for which definition is the “correct” definition. The
group whose definition gets the most votes wins!
Write down the definitions on “Vocabulary Worksheet”.
Infectious or Noninfectious: That is the Question
Teacher’s Note:
Students will apply the definitions of “infectious” and “noninfectious” diseases by sorting
diseases (with descriptions) into those two categories.
For Students:
Now that we know the difference between an infectious and noninfectious disease, let’s put that
knowledge to the test. You and your partner work at a doctor’s office. You have 15 patients
coming in today. You need to decide whether to send each patient to the infectious disease
doctor or the noninfectious disease doctor. You will have 5 minutes to sort the patients into two
lists - one for each type of doctor (infectious or noninfectious). If the whole class gets 140 out of
150 of the patients to the correct doctor, the class will get a sticker!
Pathogens Mini-Lecture
Teacher’s Notes:
 Four types of pathogens: Bacteria, Fungi, Protists, and Viruses.
 Big Idea: Each disease is caused by a different pathogen.
 Fill-in information about type of cell, prokaryote/eukaryote, nucleus/no nucleus, and
examples of diseases caused by this pathogen type for each section.
 Explicitly mention the differences in treatment types.
 Fill-in the notes about the different ways that infectious diseases spread and come up
with examples for each.
 At the “Virus” section of the notes, stop to explain how viruses are different from the
other types of pathogens. This is a GREAT video that illustrates this well:
◦
Flu Attack! How A Virus Invades Your Body - NPR.flv (3:38 minutes)
◦
http://www.youtube.com/watch?v=cm_zG2PhYi0&feature=fvwp
Homework: Students should fill-in the blanks for the “Who Am I?” packet (except for the “Who
Am I?” Lines) to reinforce the notes from class and to prepare for class tomorrow.
Who Am I? Pathogen Sort
Teacher’s Notes:
Students will travel around to six different stations. At each station, they will look at a particular
pathogen under a microscope (or a picture of that pathogen under the microscope). They will
have to use the clues from the “Who Am I? Packet” to figure out which description fits each
disease and slide.
For Students:
Who are the “villains” invading our cells? Scientists often play the role of detectives (or, if you
will, superheroes!), searching for answers. You will have clues to six different pathogens (or
villains) that cause diseases. At each station, you will be able to see one of those pathogens up
close under a microscope. After looking at the pathogen under the microscope, you will have to
decide which list of clues describes that pathogen/disease. If each group gets all of pathogens
correct, the whole class will get a sticker.
Human Health Vocabulary
(Answer Key)
Pathogen - an organism that causes disease
Infectious disease - a disease that is caused by an organism within the body
Non-infectious disease - a disease that is not caused by a pathogen and cannot be spread
from person to person
Antibiotic - a chemical that kills bacteria without harming body cells
Immune System – the body's disease fighting system
Antigen - a substance foreign to the body that starts an immune system response
Antibodies - a protein that destroys pathogens by reacting to a specific antigen
Immunity - the body’s ability to destroy pathogens before they cause disease
Vaccination - a process where weakened antigens are introduced into a person’s body to
produce antibodies to fight that disease
Herd Immunity - the lower chance an unvaccinated person has of contracting a disease
because most of the surrounding population is vaccinated
Name: ______________________________________________ Mod: ________
Human Health Vocabulary
Pathogen = an ________________________ that causes ______________________.
Infectious disease - a __________________ that is caused by an ________________
within the _________________.
Non-infectious disease = a __________________ that is ________ caused by a
_______________________and cannot be spread from ________________________
Antibiotic = a ___________________ that ___________ bacteria without harming
________________________
Immune System = the body's ______________________________________ system
____________________
Antigen = a substance __________________ to the body that starts an
________________________________
Antibodies = a protein that __________________ pathogens by reacting to a specific
_______________________
Immunity = the body’s ability to ____________________ pathogens before they cause
____________________________
Vaccination = a process where _____________________ antigens are introduced into
a person’s body to produce _____________________ to that _________________
Patient List
Patient 1: Common Cold
Patient 2: Diabetes
Patient 3: Asthma
Patient 4: Lyme’s Disease
Patient 5: Leukemia
Patient 6: Arthritis
Patient 7: HIV
Patient 8: Flu
Patient 9: Sickle Cell Anemia
Patient 10: Heart Disease
Patient 11: Athlete’s Foot
Patient 12: Rabies
Patient 13: Skin Cancer
Patient 14: Chicken Pox
Patient 15: Tetanus
Patient List
Patient 1: Common Cold
The Common Cold is caused by a virus. Someone can get a cold after coming in direct or
indirect contact with someone who has the cold virus.
Patient 2: Type 2 Diabetes
Type 2 Diabetes is caused by the body not being able to get sugar to the body’s cells. The
most common ways a person can get Type 2 Diabetes is obesity and lack of exercise.
Patient 3: Asthma
Asthma is caused by the muscles in the breathing tube contracting, so it is difficult to breath.
Many factors could cause asthma, such as genetics, stress, and allergies.
Patient 4: Lyme’s Disease
Lyme’s Disease is caused by a bacteria. Someone can contract Lyme’s Disease after being
bitten by a tick that is carrying the bacteria.
Patient 5: Leukemia
Cancer is caused by an abnormal production of blood cells in the body. Someone can develop
leukemia when their body produces an abnormal amount of white blood cells.
Patient 6: Arthritis
Arthritis is caused by the immune system attacking the body’s joints, so that the person’s joints
hurt. Its cause is unknown.
Patient 7: HIV/AIDS
HIV/AIDS is caused by a virus. Someone can contract HIV/AIDS by coming in direct physical
contact with another person’s body fluids who has the virus.
Patient 8: Flu
The flu is caused by a virus. Someone can contract the flu after coming in direct or indirect
contact with someone who has the flu virus.
Patient 9: Sickle Cell Anemia
Sickle Cell Anemia is caused by sickle-shaped cells that can block blood flow and cause pain.
Someone gets Sickle Cell Anemia by inheriting it from their parents.
Patient 10: Heart Disease
Heart Disease is caused by not enough blood being pumped to the heart. Someone can get
heart disease from hardened fat, cholesterol, or plaque building up in the arteries.
Patient 11: Athlete’s Foot
Athlete’s Foot is caused by a fungus. Someone can get Athlete’s Foot through indirect contact
with someone who has Athlete’s Foot (like a swimming pool or gym mats).
Patient 12: Rabies
Rabies is caused by a virus. Someone can get rabies after being bitten by an animal who has
the virus.
Patient 13: Skin Cancer
Skin cancer is a malignant (harmful) growth on the skin. Someone can get skin cancer from
excessive exposure to sunlight (over a long period of time) in combination with genetics.
Patient 14: Chicken Pox
Chicken Pox is caused by a virus. Some can get chicken pox after coming in direct or indirect
physical contact with someone who has the virus.
Patient 15: Tetanus
Tetanus is caused by a bacteria. Someone can get tetanus if they have an open wound that
comes in contact with animal excretions, soil, or dust that contains the bacteria.
Name: ______________________________________________ Mod: ________
Focus Work: November 26th - November 30th
Tuesday:
1. Patient A was bitten by a tick last week. Today, Patient A feels very tired and achy. Could
s/he be sick from an infectious or noninfectious disease?
Patient A is sick from a/an _______________________________________________.
2. Patient B is very tired and is more hungry and thirsty than usual. S/he does not participate in
physical activity and has a parent who had diabetes. Is s/he probably sick from an infectious or
noninfectious disease?
Patient B is sick from a/an _______________________________________________.
3. Patient C has a fever, muscle aches, a sore throat, and the chills. S/he remembers grabbing
a door handle right after someone in front of them coughed and grabbed the handle as well. Is
s/he sick from an infectious or noninfectious disease?
Patient C is sick from a/an _______________________________________________.
Wednesday:
1. Patient A (from Tuesday) went to the doctor and was given antibiotics to cure their
symptoms. What type of pathogen caused this disease?
Bacteria
Fungi
Protist
Virus
2. Patient C (from Tuesday) went to the doctor and was told that there was NOT an antibiotic to
help cure their symptoms. However, they could have gotten a vaccine to prevent this sickness.
What type of pathogen caused this disease?
Bacteria
Fungi
Protist
Virus
3. A new patient went to the doctor. The doctor told the patient that their symptoms were
caused by an eukaryotic organism. Which two types of pathogens could have caused this
disease?
Bacteria
Fungi
Protist
Virus
Thursday:
1. How was Patient A’s (from Tuesday and Wednesday) disease spread?
Patient A’s disease was spread by _________________________________________.
2. How was Patient C’s (from Tuesday and Wednesday) disease spread?
Patient C’s disease was spread by _________________________________________.
Friday:
1. What is one disease that could be spread by eating contaminated food?
One disease that could be spread by eating contaminated food is
__________________________________________________.
2. Carl and Janet are conducting a lab to see if a tomato plant will grow better in a window or
under a heat lamp. The two variables are:
1. Where the tomato plant is grown (window or heat lamp).
2. How much the plant grows.
Which is the the independent variable and which is the dependent variable?
Where the tomato plant is grown is the _______________________________ variable.
How much the plant grows is the ____________________________________ variable.
Name: ______________________________________________ Mod: ________
Focus Work: November 26th - November 30th
Tuesday:
1. Patient A was bitten by a tick last week. Today, Patient A feels very tired and achy. Could
s/he be sick from an infectious or noninfectious disease?
2. Patient B is very tired and is more hungry and thirsty than usual. S/he does not participate in
physical activity and has a parent who had diabetes. Is s/he probably sick from an infectious or
noninfectious disease?
3. Patient C has a fever, muscle aches, a sore throat, and the chills. S/he remembers grabbing
a door handle right after someone in front of them coughed and grabbed the handle as well. Is
s/he sick from an infectious or noninfectious disease?
Wednesday:
1. Patient A (from Tuesday) went to the doctor and was given antibiotics to cure their
symptoms. What type of pathogen caused this disease?
2. Patient C (from Tuesday) went to the doctor and was told that there was NOT an antibiotic to
help cure their symptoms. However, they could have gotten a vaccine to prevent this sickness.
What type of pathogen caused this disease?
3. A new patient went to the doctor. The doctor told the patient that their symptoms were
caused by a eukaryotic organism. Which two types of pathogens could have caused this
disease?
Thursday:
1. How was Patient A’s (from Tuesday and Wednesday) disease spread?
2. How was Patient C’s (from Tuesday and Wednesday) disease spread?
Friday:
1. What is one disease that could be spread by eating contaminated food?
2. Carl and Janet are conducting a lab to see if a tomato plant will grow better in a window or
under a heat lamp. The two variables are:
1. Where the tomato plant is grown (window or heat lamp).
2. How much the plant grows.
Which is the the independent variable and which is the dependent variable?
Name: __________________________________ Mod: ____
All About Pathogens Reference Page
4 Types of Pathogens:
Bacteria
Fungus
Protist
Virus
1. Bacteria:
Type of Cell: Unicellular
Multicellular
Both
Genetic Material
Prokaryote or Eukaryote: ________________________________________________________
Nucleus or No Nucleus: _________________________________________________________
Diseases caused by bacteria can be treated with antibiotics.
There are vaccines for some diseases caused by bacteria.
Three Types of Bacteria
http://medicalfield12.wordpress.com/2012/03/04/shapes-are-everywhere-even-in-the-medicalfield/
Examples:
2. Fungi:
Type of Cell: Unicellular
Multicellular
Both
Genetic Material
Prokaryote or Eukaryote:
_________________________________________________________
Nucleus or No Nucleus:
__________________________________________________________
**There are medicines for most diseases caused by fungi.
Fungus often looks fuzzy:
Examples:
3. Protist:
Type of Cell: Unicellular
Multicellular
Both
Genetic Material
Prokaryote or Eukaryote:
_________________________________________________________
Nucleus or No Nucleus:
__________________________________________________________
**There are medicines for most diseases caused by protists.**
http://science.jrank.org/pages/5548/Protista-Disease-causing-protists.html
Examples:
4. Virus
Type of Cell: Unicellular
Multicellular
Both
Genetic Material
A virus is SMALLER than bacteria. They reproduce inside other cells then break out of the
cells. They kill the cells.
**There are vaccines for some diseases caused by viruses.**
http://www.scientificamerican.com/article.cfm?id=experts-where-did-viruses-come-fr
Examples:
How pathogens spread:
1. Direct Physical Contact:
Examples:
____________________________________________________________________________
Diseases spread this way:
● ____________________________________________________
● ____________________________________________________
● ____________________________________________________
2. Indirect Contact
Examples:
____________________________________________________________________________
Diseases spread this way:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
3. Drinking contaminated water
Diseases spread this way:
● ____________________________________________________
● ____________________________________________________
● ____________________________________________________
4. Eating contaminated food
Diseases spread this way:
● ____________________________________________________
● ____________________________________________________
● ____________________________________________________
5. Infected animals that bite
Examples:
____________________________________________________________________
Diseases spread this way:
● ____________________________________________________
● ____________________________________________________
● ____________________________________________________
Name: ____________________________________ Mod: _________
Who Am I?
Pathogen A:
I am a eukaryote that is usually unicelluIar. I am a __________________________ type of
pathogen.
Under a microscope, I look like purple, oval shaped cells mixed in between healthy tissue (pink).
I am transmitted by a female mosquito. I am transmitted by ____________________________
method.
There are some medicines that can help treat against me.
Common symptoms that I cause are fever, headache, and vomiting; however, I can cause
death.
I am mostly found in these places:
Under a microscope, I look
like:
Who am I? _________________________________
____________________________________________________________________________
Pathogen B:
I am a multicellular eukaryote. I am a ______________________________ type of pathogen.
Under a microscope, I look like an oval organism (with several “segments”) and a “tail”.
I am transmitted by touching a surface that has the pathogen on it. I am transmitted by
________________________________ method. I am also spread by touching the skin of
someone who has it. I am transmitted by _____________________________ method.
I can be treated by some medicines.
Common symptoms that I cause are an itchy rash.
Under a microscope, I look like:
Who am I? _________________________________
Pathogen C:
I am a unicellular prokaryote. I am a ______________________________ type of pathogen.
Under the microscope, I look like like purple, oval shaped cells inside healthy tissue (pink).
I am transmitted by an infected person coughing infected droplets into the air and is then
inhaled by another person. I am transmitted by _________________________________
method.
I can be treated by antibiotics, so I am a ___________________________ type of pathogen
type.
Common symptoms that I cause are a persistent cough and chronic fatigue; however, I could
cause death.
I am mostly found in these places:
Under the microscope, I look
like:
Who am I? _________________________________
____________________________________________________________________________
Pathogen D:
I am a unicellular prokaryote. I am a ______________________________ type of pathogen.
Under a microscope, I look like wavy, purple cells (like a horseshoe) in between healthy blood
cells (pink).
I am transmitted by the Tsetse fly. I am transmitted by __________________________
method.
I can be treated by some medicines.
Common symptoms that I cause are a fever, rash, fatigue, and damage to the central nervous
system; however, I could cause death.
I am mostly found in these places:
Under a microscope, I look like:
Who am I? _________________________________
Pathogen E:
I am a genetic material that needs a host cell to reproduce. I am a _______________________
type of pathogen.
Under a microscope, I look like a ball with “keys” protruding out of it in all directions.
I am transmitted by coming in contact with someone who has me. I am transmitted by
__________________________ method. I am also transmitted by being near someone who
has me. I am transmitted by ______________________________ method.
Common symptoms that I cause are fever, muscle aches, headache, sore throat, cough, and
chills; however, I could cause death.
I am mostly found in these places:
(This map is for a particular strain of me)
Under a microscope, I look like:
Who am I? _________________________________
Pathogen F:
I am a unicellular prokaryote. I am a ______________________________ type of pathogen.
Under a microscope, I look like round, purple cells in between healthy blood cells.
I am transmitted by coming in contact directly with someone’s mucus that has me. I am
transmitted by _______________________ method. I am also transmitted by sharing a water
bottle, fork, etc. with someone who has me. I am transmitted by _________________ method.
I can be treated by antibiotics, so I am a _______________________________ type of
pathogen.
Common symptoms that I cause are fever, headache, and stiff neck; however, I could cause
death.
I am mostly found in these places:
Under a microscope, I look like:
Who am I? _________________________________
Days Four through Six: Where are the “villains” in your
school?
Goals:
Students will develop an understanding of how pathogens are spread.
Students will develop an understanding for the difference between pathogens spread through
direct and indirect contact.
Students will consider ways to decrease the amount of pathogens in their school.
Students will develop an understanding of the scientific process by conducting a lab in class.
Objectives:
Students will read about other schools that have conducted similar experiments to provide
background information for the students' hypotheses.
Students will explore how pathogens are spread in their school by testing where the most
pathogens are found in their school.
Students will practice the scientific process by conducting a lab in class that includes a question,
hypothesis, procedure, experiment, analyzing results, and sharing results.
Standards Met:
S7-8:42: Students demonstrate their understanding of the Patterns of Human Health/Disease by...
● Explaining how a variety of microbes (e.g. virus, bacteria, fungi) and toxic materials can interfere
with body systems and cause harm
S 7-8:2 Students demonstrate their understanding of PREDICTING AND HYPOTHESIZING
S7-8:4 Students demonstrate their ability to CONDUCT EXPERIMENTS
S 7-8: 6 Students demonstrate their ability to ANALYZE DATA
Daily Activities:
Lab: Pathogens in our School!
Day 1: Pre-Lab (45 minutes)
Focus Work (5 minutes)
Scientific Method Review (5 minutes)
Lab Introduction (5 minutes)
Initial Guesses (3 minutes)
Research Article Reading (20 minutes)
Hypothesis (5 minutes)
Read Procedure (5 minutes)
Day 2:Conducting the Experiment (45 minutes)
Focus Work (5 minutes)
Re-reading the Procedure (5 minutes)
Class Discussion: Procedure (5 minutes)
Conducting the Experiment (20 minutes)
Procedure Questions (10 minutes)
Day 3: Results and Analyzing the Data (45 minutes)
Materials:
Lab: Pathogens in Our School!
“Schools can be a hotbed of bacteria” article
Hotbed of Bacteria Pre-Reading Worksheet
Q-Tips
Nutrient Agar Plates, prepared
Tape
Permanent Marker
Incubator
Rulers
Vocabulary:
Scientific Method - a series of steps, used in science, that guide you through the process of
finding answers to your questions
Hypothesis - a prediction about what the experiment results will be based on background
research
Procedure - the steps followed to perform an experiment that are detailed enough that anyone
could follow them and repeat the experiment
Data - quantitative and qualitative information collected during the experiment
Quantitative - able to expressed as a number or quantity
Qualitative - measured by the quality of something instead of by it’s quantity
Analyze - to study data and put the data you collected in graphs, tables, and words that make
sense
Variable - a factor of an experiment that can be changed
Independent Variable - a factor of an experiment that the experimenter changes
Dependent Variable - a factor of an experiment that is changed because of changes in the
independent variable (the experimenter does not change this)
Control - a factor that is kept the same throughout the experiment
Activities:
Lab: Pathogens in our School!
Pre-Lab:
Teacher’s Notes:
Ask students to come up with the steps of the scientific method (they can use their Scientific
Method Crosswords to help). See what else they can remember about conducting an
experiment.
Give an overview of the lab and timeframe. Ask students (with their table groups) to guess
which place in the school will have the most pathogens and which will have the least. Take
notes on a Word Document (projected) so you can come back to this as a class. This is a
guess, not a hypothesis, because it is not based on any background research. As a class, read
the article, “Schools can be a hotbed of bacteria,” by A. P. Murphy and J. Allen from
abcnews.go.com. Have students answer the questions about the article on the worksheet.
Have students make a hypothesis for the experiment based on what they have learned. Before
making the hypothesis, talk about having only one variable (such as the moisture level should
be the same for both places).
For Students:
Over the next several days, we will be predicting which locations in our school have the most
bacteria and testing this hypothesis. We will be following the scientific method to complete this
experiment.
The second step (after developing a research question) in the scientific method is doing
background research to help us make an educated hypothesis/prediction. As a class, we will
read an article about a school that tested some locations in their school. Before we start, let’s
make some predictions. The scientist tested 13 locations (see “Hotbed of Bacteria Pre-Reading
Worksheet”). What do you think was the surface with the highest reading for microorganisms?
What do you think was the surface with the lowest reading for microorganisms? If your table
guesses both correctly, your table will get a sticker.
Conducting the Experiment:
Teacher’s Notes:
See “Lab: Pathogens in Our School!” Worksheet for the lab.
Have students read the procedure with their lab partners. Then, as a class, discuss the
procedure to check for understanding and emphasize safety and behavior concerns.
Lab Safety: Explain all lab safety procedures and check for understanding. Why do we put all
of the used q-tips in a ziploc bag? How will we dispose of them? Why?
Students should then work on answering the “Procedure Questions” until their group is called to
complete the procedure. Emphasize that there will be one control dish for all of the science
classes. Discuss what this means and why it is important.
Results and Analyzing the Data:
Teacher’s Notes:
Students should get their petri dishes and while keeping them sealed, measure the width and
length of each bacteria/fungi colony. They should also check the control dish and record the
results. Next, they should draw their results, graph their results, and then start answering the
discussion questions.
Name: _______________________________________
Mod: _______
Focus Work: December 4th – December 7th
Tuesday:
1. Diseases caused by what type of pathogen can be treated with antibiotics?
________________________________________________________________________
________________________________________________________________________
2. Diseases caused by what two types of pathogens can be treated by medicines other
than antibiotics?
________________________________________________________________________
________________________________________________________________________
Wednesday:
1. What are the body’s five barriers to keep pathogens out of the body?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Which of the immune system’s levels of defense is immediate and not specific to a
particular pathogen?
________________________________________________________________________
________________________________________________________________________
3. Which of the immune system’s levels of defense is delayed and specific to the particular
pathogen?
________________________________________________________________________
________________________________________________________________________
Thursday:
1. During which of the immune system’s levels of defense might you get a fever?
________________________________________________________________________
________________________________________________________________________
2. What type of cell recognizes different antigens on different pathogens?
________________________________________________________________________
________________________________________________________________________
3. What type of cell makes antibodies that help destroy pathogens?
________________________________________________________________________
________________________________________________________________________
Friday:
1. What does a vaccine introduce into a person’s body? Be specific.
________________________________________________________________________
________________________________________________________________________
2. When you get a vaccine, what does your body produce to fight that disease?
________________________________________________________________________
________________________________________________________________________
3. What two types of pathogens do vaccines exist for? Look in your purple notes packet for
the answer.
________________________________________________________________________
________________________________________________________________________
Name: _______________________________________ Mod: _______
Focus Work: December 4th – December 7th
Tuesday:
1. Diseases caused by what type of pathogen can be treated with
antibiotics?
Bacteria
Fungi
Protist
Virus
2. Diseases caused by what two types of pathogens can be treated by
medicines other than antibiotics?
Bacteria
Fungi
Protist
Virus
Wednesday:
1. What are the body’s five barriers to keep pathogens out of the body?
The body’s five barriers to keep pathogens out of the body are ______________,
____________, _________________, ___________________, and
_________________.
2. Which of the immune system’s levels of defense is immediate and not
specific to a particular pathogen?
The ________________________ Response is the immune system’s level of
defense that is immediate and not specific to a particular pathogen.
3. Which of the immune system’s levels of defense is delayed and
specific to the particular pathogen?
The ________________________ Response is the immune system’s level of
defense that is delayed and specific to the particular pathogen.
Thursday:
1. During which of the immune system’s levels of defense might you get a
fever?
You might get a fever during the _________________________ Response.
2. What type of cell recognizes different antigens on different pathogens?
______________ recognize different antigens on different pathogens.
3. What type of cell makes antibodies that help destroy pathogens?
______________ make antibodies that help destroy pathogens.
Friday:
1. What does a vaccine introduce into a person’s body? Be specific.
A vaccine introduces _____________or _______________ antigens into a
person’s body.
2. When you get a vaccine, what does your body produce to fight that
disease?
When you get a vaccine, your body produces __________________________ to
fight that disease.
3. What two types of pathogens do vaccines exist for? Look in your purple
notes packet for the answer.
There are vaccines for diseases caused by ___________________ and
______________.
Surfaces tested for microorganisms (germs) at Oak Grove Elementary
School:
Desktop
Pencil
Pencil Sharpener
Water Fountain Spigot
Gym Mat
Ab Roller
Basketball
Lunch Trays
Metal Lunch Counters
Lunch Tables
Lunch Checkout Keypad
Computer Mouse
Toilet Seat
What do you think was the surface with the highest reading for microorganisms?
What do you think was the surface with the lowest reading for microorganisms?
If your table guesses both correctly, your table will get a sticker.
Day Seven: The Immune System - Your body’s superheros!
Goals:
Students will develop an understanding of how our bodies fight against pathogens.
Objectives:
Students will watch a Prezi and videos about the path a pathogen takes into the body, seeing
how the immune system uses three different strategies to fight the pathogen.
Students will dress up as three different “superheroes” that correspond to each level of defense.
Students will act out how each antibody fights a different antigen.
Standards Met:
Standard: S7-8:42
Students demonstrate their understanding of the Patterns of Human Health/Disease by...
● Explaining how a variety of microbes (e.g. virus, bacteria, fungi) and toxic materials can interfere
with body systems and cause harm
Daily Activities:
Mini-Lecture: Immune System’s Levels of Defense
Materials:
Immune System Prezi
Immune System Notes
Bed Sheet
“Cilia” made from ribbon
“Toxic Stomach Acid” Bottle
Rubber, Sticky Hand (the toy that that sticks to any surface you throw it on)
Crown
Index Cards (cut in half like puzzle pieces with one side labeled “Antigen” and the other
“Antibody)
Vocabulary:
Immune - having the highest degree of resistance to an illness or disease
Antigen - a substance foreign to the body that starts an immune system response
Antibodies - a protein that destroys pathogens by reacting to a specific antigen
Activities:
Mini-Lecture: Immune System’s Levels of Defense
Teacher’s Notes:
See Immune System Prezi Presentation and Immune System Notes.
To demonstrate the first level of immune system defense (Barriers that Keep Pathogens Out),
dress a volunteer “superhero” up with a bed sheet (skin barrier), a long string of cilia (made from
ribbon), and a bottle of “toxic stomach acid.”
To demonstrate the second level of immune system defense (Inflammatory Response), give a
volunteer “superhero” a rubber, sticky hand (from the dollar store that you throw at a surface
and it sticks) and a crown. This superhero is a phagocyte that will surround and eat any
bacteria around. Spread out small pictures of each type of pathogen in the front of the
classroom and have the volunteer try to “catch” the pathogens.
To demonstrate the third level of immune system defense (Immune Response), students will act
out how antibodies fight against specific antigens. Half of the class will be given a piece of
paper with “Antigen” written on it. They are the “bad guys”. The other half of the class will be
give a piece of paper with “Antibody” written on it. Each piece of paper will have a unique
jagged edge that only matches one other person in the class (an antigen will match up with an
antibody). Students will find their match, fit the two pieces together, and the antibody will “kill”
the antigen.
Extension:
Immune System Cartoons/Skits
For Teachers:
Students will reinforce what they have learned about the immune system’s three levels of
defense by creating cartoons, comic strips, or skits about how the immune system fights against
diseases.
For Students:
We have been talking about how pathogens are like “villains” and our bodies’ immune systems
are like “superheroes”. Let’s take this analogy a little bit further. This activity is designed to help
you remember your body’s three levels of defense against pathogens. Design a cartoon, comic
strip, skit, etc. about how your body’s immune system defends itself against pathogens. These
cartoons will be collected at the end of the class period as a class participation grade.
Name: ___________________________________________
Mod: _______
Immune System Notes
Answer Key
Immune System’s 3 Levels of Defense against diseases:
1. Barriers to Keep Pathogens Out
●
Skin: blocks pathogens from entering our bodies oil and sweat destroy pathogens
●
Breathing Passages: mucus and cilia trap and remove pathogens
●
Mouth and Stomach: Saliva kills pathogens and stomach acid kills pathogens
2. Inflammatory Response
●
Inflammatory Response is immediate and not specific to a particular pathogen.
●
Phagocytes are a type of white blood cell that eat pathogens that invade our cells.
●
Swelling may occur so more white blood cells can get to the affected area.
●
Fever may occur, which may stop some pathogens from growing and reproducing.
3. The Immune Response
Immune Response is:
● delayed
● specific to a particular pathogen.
● Lymphocytes are a type of white blood.
● Lymphocytes fight each type of pathogen in a different way.
Two types of lymphocytes:
T Cells
●
T Cells recognize different pathogens
●
T Cells recognize the antigens on pathogens
●
Antigen = a substance foreign to the body that starts an immune system
response
B Cells
 B Cells make antibodies that help destroy pathogens.
 Antibodies = a protein that destroys pathogens
 Each antigen will respond to only one antibody
Name: ___________________________________________
Mod: _______
Immune System Notes
Immune System’s 3 Levels of Defense against diseases:
1. Barriers to Keep Pathogens Out
●
_______________________________________
●
____________________________ and _____________________________
●
___________________________ and _____________________________
2. Inflammatory Response
●
Inflammatory Response is _____________________ and _______________________
to a particular pathogen.
●
__________________________________ are a type of white blood cell that surround
and destroy pathogens that invade our cells.
●
Inflammatory Response may cause a ____________________. This is good because
some pathogens do not _________________ and ____________________ at higher
temperatures.
3. Immune Response
●
Immune Response is ________________________ and _________________________
to a particular pathogen.
T Cells (one type of lymphocyte):
○
T Cells recognize different ________________________ on different pathogens.
B Cells (second type of lymphocyte):
○
●
B Cells make ___________________________ that help destroy pathogens.
Each antigen will respond to only one antibody
Days Eight and Nine: Vaccines Should they be mandatory for all children?
Goals:
Students will develop an understanding of how vaccines prevent diseases.
Students will learn why mandating vaccines is a controversial topic.
Objectives:
Students will listen to a mini-lecture about how vaccines work.
Students will participate in an interactive simulation on how antibodies work in the body.
Students will watch videos that argue for both sides of the vaccine debate.
Students will consider and voice their opinions about mandating vaccines.
Standards Met:
Standard: S7-8:42
Students demonstrate their understanding of the Patterns of Human Health/Disease by...
 Explaining how a variety of microbes (e.g. virus, bacteria, fungi) and toxic materials can interfere
with body systems and cause harm
Daily Activities:
Day 1:
Focus Work (5 minutes)
Antigen/Antibody Game Round 1(5 minutes)
Vaccine Vocabulary and Mini-Lecture (10 minutes)
Antigen/Antibody Game Round 2 (5 minutes)
Vermont State Vaccine Debate Video (10 minutes)
Day 2:
Focus Work (5 minutes)
Vaccine Review (5 minutes)
PBS FrontLine Video: The Vaccine Wars (Chapter 1) (10 minutes)
Video Free-Write and Discussion (10 minutes)
Vaccine Take a Stand (10 minutes)
Materials:
Antigen/Anitbody Game Cards
Vaccine Vocabulary
Slide of Vaccine Diagram and Vaccine Schedule
Vermont Vaccine Debate Video (YouTube)
PBS FrontLine Video
Vocabulary:
Vaccination - a process where weakened antigens are introduced into a person’s body to
produce immunity to that disease
Immunity - the body’s ability to destroy pathogens before they cause disease
Activities:
Antigen/Antibody Game Round 1
Teacher’s Notes:
(This first part of this activity could have been done in the previous lesson or during this lesson).
To demonstrate the third level of immune system defense (Immune Response), students will act
out how antibodies fight against specific antigens. Half of the class will be given a piece of paper
with “Antigen” written on it. They are the “bad guys”. The other half of the class will be given a
piece of paper with “Antibody” written on it. Each piece of paper will have a unique jagged edge
that only matches one other person in the class (an antigen will match up with an antibody).
Students will find their match, fit the two pieces together, and the antibody will “kill” the antigen.
First, send the “antigens” to an open area in the class. After they are set-up, send in the
“antibodies” and time how long it takes everyone to find their match.
Vaccine Vocabulary and Mini-Lecture
Teacher’s Notes:
 Go over vocabulary (Immunity and Vaccination).
 There are vaccines for some diseases caused by bacteria and some diseases caused
by viruses.
 Remind the students: T Cells recognize different antigens and B Cells make different
antibodies
 Once you’ve had a disease, your body already has the antibodies against that pathogen
in case that pathogen enters your body again, so you are immune to that disease (you
probably won’t get it again).
 Another way you can become immune is through a vaccine. A vaccine is a weakened or
killed antigen that is purposefully entered into your body so your T Cells recognize the
antigen and the B Cells make antibodies against the pathogen, but you do not get sick.
 Show students visuals of how a vaccine provides immunity and the schedule of
childhood vaccines.
Antigen/Antibody Game Round 2
Teacher’s Notes:
To demonstrate how vaccines prevent someone from getting sick, we will return to the
Antigen/Antibody Game. Everyone should have the time card as before. This time, send the
antibodies to the open space first. They are antibodies made after someone got a vaccine.
Then, send in the “antigens”. Since the antibodies already know who their matching “antigen”
is, they should very quickly find their partner. This activity demonstrates how vaccines prevent
us from getting sick because the antibodies attack the antigens as soon as they enter the body
because they “remember” that antigen.
Vermont State Vaccine Debate Video
Teacher’s Notes:
Watch the news about the Vermont debate about mandatory vaccinations for school children.
http://www.youtube.com/watch?v=FUt0J3Om_4w (1:48)
After this video was made, Vermont voted in May 2012 in favor of the Philosophical Exemption
Law. The Vermont law can be found at: http://www.nvic.org/Vaccine-Laws/state-vaccinerequirements/vermont.aspx.
Day 2:
Harvard Medical School: Herd Immunity Simulation
Show the following online simulation of how herd immunity works to protect an entire community
against a disease. This simulation is useful in helping the students understand the debate in the
next video.
http://www.health.harvard.edu/video/herd-immunity/
PBS FrontLine Video: The Vaccine Wars (Chapter 1)
Teacher’s Notes:
Introduce students to the controversy of vaccines. The laws about vaccines vary to state to
state. In most states, vaccines are mandatory for students to enter school unless the child the
child has a medical or religious exemption.
 A medical exemption means the student has a health condition where vaccines could
harm the student.
 A religious exemption is where a student’s family does not believe in vaccinating
because of religious beliefs.
 Parents need to prove one of these two reasons if there are not going to vaccinate their
children.
A few states also have a “Philosophical Exemption” where parents can choose not to vaccinate
their children for personal belief reasons. Vermont voted on whether or not to have the
“Philosophical Exemption” last May.
The class will watch the PBS FrontLine story to see both sides of the argument.
Watch Chapter 1 of PBS Frontline’s “The Vaccine Wars” (10:11):
http://www.pbs.org/wgbh/pages/frontline/teach/vaccine/
Video Free-Write and Discussion
Teacher’s Notes:
Have students silently write down their reactions to the video as soon as the video is finished.
Students should write continuously for 3 minutes. If they can’t think of anything to write, they
can write “can’t think of anything” until something pops into their heads.
Vaccine Take a Stand
Teacher’s Notes:
Students line up along a spectrum based on their opinions on this topic. At one end of
the room, there will be a sign that says, “Yes, vaccines should be mandatory.” At the
other end of the room, there will be a sign that says, “No, vaccines should not be
mandatory.” Students will line up based on their opinions. They will first share with the
student standing closest to them, and then they will share with the class.
Days Ten through Fourteen: Noninfectious Diseases:
More “villains” - Where do they come from and how do we fight them?
http://en.wikipedia.org/wiki/Villain
Goals:
Students will gain an understanding about what cancer is and what causes cancer.
Students will gain an understanding about various, common noninfectious diseases/conditions
and what causes them, their symptoms, how they are treated, and what are risk factors
associated with acquiring these diseases.
Students will explore how genetics play a role in certain conditions and how their lifestyle
choices can affect their health.
Objectives:
Students will read and take notes about what cancer is and what causes cancer.
Students will develop a flyer about a certain noninfectious disease, including its causes,
symptoms, treatment, risk factors, and sources of more information.
Standards Met:
Standard: S7-8:42 Students demonstrate their understanding of the Patterns of Human Health/Disease
by...
● Explaining how a variety of microbes (e.g. virus, bacteria, fungi) and toxic materials can interfere
with body systems and cause harm
● Science Concepts:
○ The environment may contain dangerous levels of substances that are harmful to human
beings.
Daily Activities:
Day 1:
Focus Work (5 minutes)
“How Cancer Develops” Reading and Notes (10 minutes)
Mini-Lecture: Cancer Prezi Presentation (20 minutes)
Check Your Understanding (15 minutes)
Lifestyle Choices: Cause and Effect
Myths About Cancer
Days 2-6:
Project Introduction (10 minutes)
Work on Projects
Day 7:
Community Health Center Binder Gallery Walk (30 minutes)
Materials:
Human Biology and Health Textbook
Cancer Notes Worksheets
Cancer Prezi
Project Interest Sheets
Project Explanation and Assessment
Sample Project
Project Worksheets
Computers
Vocabulary:
Risk Factors - a characteristic, condition, or behavior, such as high blood pressure or smoking,
that increases the possibility of disease or injury
Heredity - to receive a characteristic from one’s parents (by genetic transmission)
Lifestyle - the usual way of life of a person, group , or society
Activities:
Cancer Readings
Teacher’s Notes:
With partners, students will read three paragraphs from the textbook to understand what cancer
is and what causes cancer. To guide the reading, students will answer questions after reading
each section.
The two sections include:
“How Cancer Develops”
and
“Causes of Cancer”
Mini-Lecture: Cancer Prezi Presentation
Teacher's Notes:
 Go over the definition of cancer (what causes it) with pictures
 Go over the causes of cancer (genetics and carcinogens), and emphasize that the DNA
must go through 4 changes for a cell to become cancerous
 Go over the definition of carcinogen, talk about examples, and list ways to protect
yourself against these carcinogens
 Go over the various treatments for cancer
Check Your Understanding:
Lifestyle Choices: Cause and Effect
Teacher's Notes:
Project the following website and have students talk at their tables to match the causes with the
appropriate effect, all related to lifestyle choices and cancer. Ask students to match the causes
and effects on the board.
http://www.scholastic.com/content/collateral_resources/pdf/l/livestrong_7-9worksheet4.pdf
Myths About Cancer
Teacher's Notes:
Project the following website and have students talk at their tables to decide whether the
statements about cancer are True or False. Ask students to write the answers on the board.
http://www.scholastic.com/content/collateral_resources/pdf/l/livestrong_worksheet2.pdf
Answers: (Answers: 1, 2, 5, & 8 are True; 3, 4, 6, & 7 are False.)
Noninfectious Disease Flyer Project
Teacher’s Notes:
See “Project Introduction Worksheets” and show the class a sample project.
Students should fill out a preference sheet about which disease they are most interested in
researching.
For Students:
The Community Health Center (CHC) of Burlington has a new Education Room, and they are
looking for information about various illnesses/conditions to display for patients. You will
research a noninfectious disease and create an informational flyer that will be put on display at
the Community Health Center (your flyer will not have your name on it at the CHC). For this
project, you may choose a noninfectious disease from the list below or ask for approval if you
have a different disease you are interested in researching! You may work on your own or with a
partner.
Community Health Center Binder Gallery Walk
Teacher's Notes:
Students will display their flyers on tables around the room and students will rotate around the
room, like an art gallery, reading about their classmates' projects. Each group will create a
question (in advance) that their classmates will have to answer after reading their flyer. After
the gallery walk, five answer sheets will be randomly selected from the class. If all of the
answers are correct, the class will get a sticker!
Name: _________________________________________ Mod: ________
Notes: What is cancer and what causes it?
What is cancer?
Cancer is a disease in which cells
________________________________________, over and over, destroying
healthy tissue in the process.
As cells divide over and over, they often form abnormal tissue masses called
______________.
With cancer, what type of cells multiply uncontrollably?
a. Body cells
b. Foreign Cells
What causes cancer?
What are two factors that may cause cells to become cancerous?
____________________________
____________________________
What are substances in the environment that can cause cancer called?
___________________________
What are two examples of carcinogens?
____________________________
____________________________
Human Health Community Project
Project: Informational Flyer for the Community Health Center’s Education Room
The Community Health Center (CHC) of Burlington has a new Education Room, and they are
looking for information about various illnesses/conditions to display for patients. You will
research a noninfectious disease and create an informational flyer that will be put on display at
the Community Health Center (your flyer will not have your name on it at the CHC).
Include:
●
Name of the disease
●
Cause of the disease
●
Symptoms of the disease
●
Treatment - how is the disease treated?
●
Risk Factors - What makes people more likely to get this disease (Genetics, Lifestyle,
etc.)
●
Where can people find more information about this disease?
●
At least one picture
●
Your sources
A great website for research is: www.kidshealth.org
●
●
Once you are at the website, click on “Teens”
Then, click on “Diseases and Conditions” in the column on the left
Name: _____________________________________ Mod: _________
Community Health Center Project
Due at the end of class on Thursday, December 20th
Self
Possible
Teacher
Points
Assessment
Assessment
Include the name of the disease:
5
●
The name of the disease should be
clear and prominent for the reader.
Include the following information about your
disease: (10 points each)
60
Cause of the disease
Symptoms of the disease
Treatment – how is the disease treated?
Risk Factors – What makes people more
likely to get this disease (Genetics,
Lifestyle, etc.)
Where can people find more information
about the disease
At least one picture (with the source)
Include all of your sources (websites or
book titles) for the information and pictures.
Flyer is neat, easy to read, and there are
no spelling or grammatical errors.
Flyer is creative and attractive
Your group handed in TWO copies of your
flyer.
● One copy has your group members’
names on it (handwritten on the
back in pencil)
● One copy DOES NOT have your
group members’ names on it.
Total Points:
10
10
10
5
100
Multiple Sclerosis (MS)
Causes:
The causes of Multiple Sclerosis
are unknown.
Doctors think that the immune
system attacks the myelin
(covering around the spinal
Symptoms:
May not always show
symptoms.
Slurred speech
Muscle spasms
Vision loss
Paralysis
cord) around the spinal cord.
Risk Factors:
The main risk factor for MS
is genetics.
Picture from: http://www.webmd.com/multiple-sclerosis/guide/what-is-multiplesclerosis
Treatment:
The treatment for this disease
includes medicine to reduce
the muscle spasms and
therapy to strengthen muscles.
More Information:
You can find more information
about MS at the Multiple
Sclerosis Foundation at
www.msfocus.org.
Source: The Disease Book by M. O. Hyde and E. H. Forsyth, M.D.
Name: __________________________________ Mod: _________
Noninfectious Disease Research Sheet
Answers do not have to be in complete sentences, but they should be COMPLETE thoughts.
Name of disease: ____________________________________________________
Cause of the disease: What is happening inside the body that causes the symptoms to occur?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Symptoms of the disease:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Treatment:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Risk Factors: What makes people more likely to get this disease (Genetics from parents,
behaviors, environmental factors (such as exposure to chemicals), etc.)?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
More information: What is a good website where someone could find more information about
this disease?
___________________________________________________________________________
Sources: Where did you get your information from? __________________________________
_________________________________________________________________________________________________________
Extension Lesson: Common Core Writing in Science
Argumentative Writing in Science: Should vaccines be mandatory for all
schoolchildren?
This extension writing lesson goes along with the Vaccine Lessons.
Goals:
Students will develop an understanding about why the mandatory vaccine debate is
controversial.
Students will practice taking a stance, using evidence to defend their stance, and analyzing their
evidence.
Students will practice their persuasive essay skills using a science topic.
Objectives:
Students will choose from pre-selected evidence to write a persuasive essay about whether
vaccines should be mandatory for all children.
Standards Met:
Standard: S7-8:42
Students demonstrate their understanding of the Patterns of Human Health/Disease by...
 Explaining how a variety of microbes (e.g. virus, bacteria, fungi) and toxic materials can interfere
with body systems and cause harm
Common Core Standard: Argumentative Writing in Science
Daily Activities:
Vaccine Persuasive Paragraphs
Teacher’s Notes:
Review the arguments for both sides of the vaccine debate with the students. Students will be
writing a Mini-Persuasive Essay (one paragraph) about whether or not vaccines should be
mandatory for all schoolchildren (excluding medical and religious beliefs).
Once the students have recalled and discussed both sides of the arguments, students will
receive a copy of the evidence for both sides of the debate. Students will use the “Vaccine
Debate Evidence Chart” as their source of evidence for their viewpoint. Students will follow the
LEAF-CC format for this essay.
Depending on the students' individual levels, they may start writing their first draft from scratch,
use an adapted outline format, or use an “ELL newcomer” fill-in the blank paragraph.
Students should be allowed two class periods to complete their rough drafts and one class
period to complete their final drafts.
Vaccines Mini-Persuasive
Name:
Grading Guidelines
Mod:
Date:
Answer this question: Should vaccines be mandated for schoolchildren in Vermont?
(Not including students with medical or religious exemptions).
Component:
Lead clearly re-states the writing
Points
Student
Points
Available:
Check:
Earned:
5
prompt
Piece follows the “LEAF-CC”
60
paragraph structure.
Has two appropriate pieces of
evidence and analysis
(40 points)
Has one counter and concession
(20 points)
Rough draft is appropriate length
10
(1 paragraph)
GUM
10
No grammatical mistakes.
No capitalization and punctuation
mistakes.
No spelling mistakes.
Piece is thoroughly edited (3 times
5
with 3 different colors).
Final draft is complete.
10
Comments:
Grading Guidelines are filled out
and papers are stapled together in
the following order:
Grading Guidelines (top)
Rough draft
Final Draft
Grade:
_________
Brainstorm:
Notes FOR mandating vaccines:
Notes AGAINST mandating vaccines:
Brainstorm:
Notes FOR mandating vaccines:
Outbreaks of diseases happen when
enough of the population is not
vaccinated.
Notes AGAINST mandating vaccines
People have been getting these diseases for
thousands of years, so they should continue
getting these diseases instead of taking risks
with vaccines.
Parents should have the choice about whether
Parents choosing not to vaccinate their
children have never seen these diseases,
to vaccinate their children or let them get
natural illnesses.
so they do know the negative effects of
these diseases.
Vaccinations are a personal choice, so parents
Vaccinations protect the entire
population, so there should not be a
should be able to choose whether or not to
vaccinate children.
choice about whether or not to vaccinate
children.
Parents should be concerned primarily with
their children's health, so the benefits for the
Mandated vaccinations protect people
who cannot get vaccinated because
everyone around them is vaccinated.
wider community should not make vaccinations
mandatory.
Personal stories from families show that their
children developed autism shortly after being
Scientific studies show no link between
vaccinated.
vaccines and autism.
Vaccinations are a personal choice, so parents
With a high number of unvaccinated
should be able to choose whether or not to
children in a community, vaccinated
vaccinate children.
children could get these diseases.
Humans have been getting these diseases for
thousands of years.
Vaccinations have increased our lifespan
by 30 years.
Name: ____________________________________Mod: ___________
Vaccine Mini-Persuasive
Rough Draft Starter:
Prompt: Should vaccines be mandated for schoolchildren in Vermont?
(This does not include children exempt for medical or religious reasons).
Lead:
Vaccines ( should / should not ) be _____________________ for ____________________.
Evidence #1:
Choose from list and put into your own words.
Analysis #1:
This evidence shows that vaccines ( should / should not ) be mandated because ...
Evidence #2:
Choose from list and put into your own words.
Analysis #2:
This evidence shows that vaccines ( should / should not ) be mandated because ...
Concession:
Some people that argue that vaccines ( should / should not ) (THIS SHOULD BE THE
OPPOSITE OF YOUR VIEW) be mandated because ...
This is a good point because ...
Counter:
However, this is not a good reason because ...
Conclusion:
Vaccines ( should / should not ) be _____________________ for ____________________
because …
Name: ____________________________________
Mod: ___________
Vaccine Mini-Persuasive
Some people think that vaccines should be mandatory for all children, and
other people think that vaccines should not be mandatory. People who think
vaccines should be mandatory think this for several reasons. First, outbreaks of
diseases happen when enough of the population is not vaccinated. This means that
a lot of people get a disease because not enough people are protected against it. A
second reason is that vaccinations have increased our lifespan by 30 years. This
means that people are living longer because they are protected from certain
diseases. Some people think that vaccines should not be mandatory. They think
this because parents should have the choice about whether to vaccinate their
children or let them get natural illnesses. This means that parents should be able to
decide whether or not their children get vaccinated from diseases. They also think
that humans have been getting these diseases for thousands of years. This means
that getting diseases is natural. In conclusion, some people think that all children
should have to get vaccines. Other people think that parents should be able to
choose whether or not their children get vaccines.
Name: ____________________________________
Mod: ___________
Vaccine Mini-Persuasive
Some people think that ____________ should be ____________ for all ____________,
and other people think that ____________ should ______ be mandatory. People who
think ____________ should be ____________ think this for several reasons. First,
____________ of ____________ happen when enough of the population is ______
vaccinated. This means that a lot of people get a ____________ because not enough
people are ____________ against it. A second reason is that vaccinations have
____________ our lifespan by ______ years. This means that people are living
____________ because they are ____________ from certain ____________. Some people
think that ____________ should not be ____________. They think this because
____________ should have the ____________ about whether to ____________ their children
or let them get ____________ ____________. This means that ____________ should be able
to ____________ whether or not their children get ____________ from ____________. They
also think that ____________ have been getting these ____________ for thousands of
____________. This means that getting ____________ is ____________. In conclusion, some
people think that _______ children should have to get ____________. Other people
think that ____________ should be able to ____________ whether or not their children
get ____________.
Name: _______________________________________
Mod: ________
Human Health Test Study Guide
Define: pathogen, infectious disease, antibiotic, antigens, antibodies, carcinogen, and cancer
Fill in the table:
Pathogen Type:
Examples of Diseases:
Type of Treatment:
Explain the difference between direct physical contact versus indirect contact.
What are the body's barriers to keep pathogens out?
What type of white blood cells respond immediately and are not specific to a specific pathogen?
What do T cells do in the body?
What do B cells do in the body?
Know the order of the lines of defense for fighting disease. You will need to put steps in the
correct order.
For example, put these steps in the correct order:
_____ The B cells make antibodies to destroy the virus
_____ Stomach acids destroy some of the virus
_____ The T cells learn to recognize the virus
_____ The immune system develops a fever to slow the growth and reproduction of the virus
_____ The T and B cells continue to remember the virus
For example, put these steps in the correct order:
_____ The T and B cells continue to remember the virus
_____ Phagocytes surround and destroy the virus
_____The B cells make antibodies to destroy the virus
_____The T cells recognize the antigens on the virus
_____ Oil and sweat on the skin destroy some of the virus
Vaccines:
● What is inside a vaccine?
●
Do people get sick from vaccines?
●
How does the body react to a vaccine?
●
Compare and contrast: If two people get the real disease later on, compare and contrast
what will happen to the person who DID get the vaccine and what will happen to the
person who DID NOT get the vaccine.
●
Give two examples of noninfectious diseases.
●
Know one example of a carcinogen and what you can do to protect yourself from it.
Name: _______________________________________
Mod: ________
Human Health Test Study Guide
1.
Definitions:
_______ Pathogen
A. a protein that destroys pathogens by reacting to a specific
antigen
_______ Infectious disease B. a chemical that kills bacteria without harming body cells
_______ Antibiotic
C. a disease in which cells multiply uncontrollably
_____ Antigens
D. an organism that causes a disease
_____ Antibodies
E. a substance foreign to the body that starts an immune system
response
_____ Carcinogen
F. a disease that is caused by an organism within the body
_____ Cancer
cancer
G. substances or factors in the environment that can cause
2. Fill in the table:
Pathogen Type:
Examples of Diseases:
Type of Treatment:
(Circle One):
Bacteria
Antibiotic
Medicine
No Medicine
Fungi
Antibiotic
Medicine
No Medicine
Protist
Antibiotic
Medicine
No Medicine
Virus
Antibiotic
Medicine
No Medicine
3. Circle which of the following are examples of direct contact.
Giving a high-five
Touching a door handle
Touching the lunchroom keypad
Kissing
4. Circle which of the following are examples of indirect contact.
Giving a high-five
Touching a door handle
Touching the lunchroom keypad
Kissing
5. What are the body's barriers to keep pathogens out?
1. ___________________________
2. ___________________________ and _________________________
3. ___________________________ and _________________________
6. What type of blood cells respond immediately and are not specific to a specific
pathogen?
Circle One:
Red
or
White
7. What do T cells do in the body?
Circle One:
Recognize antigens
or
Make antibodies
or
Make antibodies
8. What do B cells do in the body?
Circle One:
Recognize antigens
9. Know the order of the lines of defense for fighting disease. You will need to put steps
in the correct order.
For example, put these steps in the correct order:
_____ Phagocytes surround and destroy the virus
_____The B cells make antibodies to destroy the virus
_____The T cells recognize the antigens on the virus
_____ Cilia and mucus trap and remove some pathogens
10. Vaccines:
What is inside a vaccine?
Circle One:
weakened antigens
Do people get sick from vaccines?
or
weakened antibodies
Circle One:
Yes
12. How does the body react to a vaccine?
Circle One:
or
makes antigens
No
or
makes antibodies
13. If someone has gotten a vaccine against the flu, will they get sick from the flu later
that year?
Circle One:
Yes
or
No
14. If someone has NOT gotten a vaccine against the flu, could they get sick from the flu
later that year?
Circle One:
Yes
or
No
15. Give two examples of noninfectious diseases.
____________________________________________________________________________
16. Know one example of a carcinogen and what you can do to protect yourself from it.
____________________________________________________________________________
Name: _______________________________________
Mod: ________
Human Health Test Study Guide
1. Definitions:
_______ Infectious disease
A. a disease that is caused by an organism within the
body
_______ Noninfectious disease
B. a disease that is not caused by an organism and
cannot be spread
_____ Carcinogen
C. a disease in which cells multiply uncontrollably
_____ Cancer
D. a substance in the environment that can cause cancer
2. Fill in the table:
Pathogen Type:
Examples of Diseases:
ONE example of each:
Type of Treatment:
(Circle One):
Bacteria
Antibiotic
Medicine
No Medicine
Fungi
Antibiotic
Medicine
No Medicine
Protist
Antibiotic
Medicine
No Medicine
Virus
Antibiotic
Medicine
No Medicine
3. Circle which of the following are examples of direct contact.
4. Circle which of the following are examples of indirect contact.
5. What are the body's barriers to keep pathogens out?
1. ___________________________
2. ___________________________
3. ___________________________
6. Phagocytes are a type of white blood cell that acts immediately and is not specific to a
type of pathogen.
Phagocytes are a type of white blood cell that acts ___________________ and is _______
specific to a type of pathogen.
7. T cells recognize different antigens on different pathogens.
T cells recognize different ______________________ on different pathogens.
●
8. B cells make antibodies that help destroy pathogens.
B cells make _____________________ that help destroy pathogens.
9. A vaccine is a weakened antigen that is introduced into a person's body to produce
antibodies to that disease.
A vaccine is a weakened __________________ that is introduced into a person's body to
produce
_________________________ to that disease.
10. People do not get sick from vaccines.
Do people get sick from vaccines?
Yes
No
11. If someone has gotten a vaccine against the flu, they will not get sick from the flu
later that year.
If someone has gotten a vaccine against the flu, will they get sick from the flu later that year?
Yes
No
12. Give one example of a noninfectious diseases.
______________________________________________________________________