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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. ______________________________________________________________________