Course Profile Science, Workplace Preparation, Catholic
Unit 5: The Immune System and Human Health
Time: 21.25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
Unit Developers
Josephine Ciapanna, Hamilton-Wentworth CDSB
Donna Stack-Durward, Hamilton-Wentworth CDSB
Development Date:
August 2000
Students become familiar with the immune system and its ability to combat disease. Students identify the causes, effects, and treatments of communicable and non-communicable diseases. The role of antibiotics and vaccines to treat and/or prevent disease is researched. Students gain knowledge on how human health has improved as a result of improved sanitary conditions and proper personal hygiene. An understanding of their social responsibility toward the prevention of disease and a renewed respect for the sacredness of the human body is emphasized.
Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3c, d;
4a, b, c, f; 5a, e, f, g; 7b, j.
Strand(s): The Immune System and Human Health; Micro-organisms
Overall Expectations:
ISV.01E, ISV.02E, ISV.03E, MOV.02E
Specific Expectations:
IS1.01E to IS1.04E, IS2.01E to IS2.03E, IS3.01E to
IS3.03E, MO2.03
|
Activity 1 |
“Ring Around The Rosie” |
150 minutes |
|
Activity 2 |
All Is Not Well |
150 minutes |
|
Activity 3 |
Now You See It, Now You Don’t? |
300 minutes |
|
Activity 4 |
A Look Inside |
195 minutes |
|
Activity 5 |
What’s That Needle For? |
180 minutes |
|
Activity 6 |
The Continuing Story... |
300 minutes |
Students build on their previous knowledge of Life Systems studied in Grades 5 and 8. It is important that students are able to view specimens under a compound microscope. Students should be familiar with the appropriate and ethical use of the library, computers, and the Internet.
· This unit is organized into six activities. The timing of the activities may be changed to meet students’ and teacher’s needs. It is suggested that students maintain a Lab book in which experimental results are recorded. A Notebook will be used by students to answer questions (in class or homework), to make notes in, insert terms in a vocabulary list – specific for this unit, and to insert any handouts given by the teacher or their peers. Students should continue to maintain a Journal for reflections as well as add to their Workplace Portfolio (refer to Unit One). It is suggested that up to one hour be set aside for the collection of Portfolio items such as the student’s Personal Immunization Record Card and a general immunization chart.
· It may be necessary to review or teach material given in Prior Knowledge Required before proceeding with a given activity. Review site specific safety procedures, laboratory routines, and waste disposal procedures prior to an activity.
· Some of the activities require students to observe prepared slides for the purpose of observing disease-causing microbial organisms or cellular components of human blood. Hence a variety of prepared slides should be made available for use (various types of Bacteria, Viruses, Protozoa, Fungi, Rickettsiae, Parasitic Worms, White Blood Cells). In addition or alternatively, microslides can be used. Students also culture bacteria. If students have previously done this in the Micro-organisms unit, this activity may be omitted. In the interest of personal safety, all bacteria should be considered pathogenic. The laboratory activities requiring culturing/growth of bacteria/fungi, should have culture dishes properly labelled, dated and completely taped to prevent accidental exposure to possible pathogens. Teachers must become familiar with their board’s disposal policy of biological waste and follow it.
· Students are asked to collect various article clippings (from local/global newspapers, magazines, journals, etc.) on diseases for Activity 2 and place these articles into a scrapbook. It is important that students be given this direction at the beginning of Activity 1 so that the collection is completed by the start of Activity 2.
· Students may have many misconceptions regarding this unit including the following: pathological bacteria are only found in people that are very ill and in the hospital, whereas, bacteria causing disease are all around us; all bacteria are harmful to humans, whereas, many types of bacteria are beneficial like those involved in food processing - yogurt, cheese, wine and beer; vaccines cure diseases, whereas, they help control the spread of some disease - once infected a vaccine will not cure; vaccines only help people, whereas, for some, vaccines are dangerous.
· This unit will, as appropriate, focus on ethical issues as they relate to infectious diseases and human health. It is our responsibility as Catholic Educators to ensure that students are given the opportunity to identify ethical problems as they relate to the transmission of infectious diseases and human health and allow them to discuss, express viewpoints and arrive at informed decisions in light of the Church’s teachings.
This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teacher-directed lessons, teacher demonstrations, student laboratory inquiry, research activities, independent study work, collaborative learning, group work and presentations are all used to enhance the variety and interest of the course material.
Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher-student conferences, roving conferences, observation checklists, laboratory performance and reports, paper and pencil quizzes, and oral and written presentation. A chart containing a suggested summary of the unit’s assessment and evaluation strategy is included. Sample rubrics are included in the course appendices.
|
Activity |
Expectations |
Category |
Task |
Tool |
Type of Assessment |
||||
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|
|
|
|
|
D |
F |
S |
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|
1 |
IS1.04 IS1.04 IS1.04 IS1.04 |
K/U K/U K/U K/U, I, C |
Vocabulary list causes of disease Worksheet summary |
marking scheme or checklist roving conference/checklist checklist product rubric |
|
X X X |
X |
||
|
2 |
IS1.02 IS1.02 IS1.02 |
K/U, I, C K/U, C, MC K/U, I, C, MC |
charts paper/pencil quiz scrapbook and article review |
checklist marking scheme process rubric |
|
X |
X X |
||
|
3 |
MO2.03 IS2.01 & MO2.03 |
K/U K/U, I, C, MC |
experimental techniques Lab books |
checklist marking scheme |
|
X X |
|
||
|
4 |
IS1.01 IS1.01 IS1.01 IS2.02 IS1.01, IS1.03, & IS3.02 |
K/U, C, MC K/U, C, MC K/U, C K/U K/U, I C K/U, C |
battle plan battle game vocabulary list cell parts & microscope skills Lab book worksheets & flowcharts |
product rubric or checklist rating scale checklist diagnostic test/checklist rating scale marking scheme or checklist |
X |
X X X X |
X |
||
|
5 |
IS1.04 IS2.03 IS2.03 IS3.01 & IS3.02 IS3.01 & IS3.02 |
K/U, C K/U, I, C, MC I, C, MC K/U, C, MC K/U, C |
quiz/matching style game research project research skills paper and pencil quiz worksheets and flowcharts |
marking scheme product rubric rating scale marking scheme marking scheme or checklist |
|
X X X |
X X |
||
|
6 |
IS2.03 IS3.03 & IS2.03 IS2.03 & IS3.03 |
K/U, C K/U, C, MC K/U, C, MC |
vocabulary list poster worksheets |
checklist checklist marking scheme or checklist |
|
X X X |
X |
||
|
K = Knowledge |
C = Communication |
D = Diagnostic |
|||||||
|
U = Understanding |
MC = Making Connections |
F = Formative |
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|
I = Inquiry |
L = learning skill |
S = Summative |
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Catechism of the Catholic Church.
Caulerwood, C. and
Galbraith, D., et al. Understanding Biology.
Toronto: J. Wiley & Sons, 1989. ISBN 0-471-79654-9,
ISBN 0-669-06922-1
Nikiforuk, Andrew. The Fourth Horseman; A Short History of Plagues, Scourges, and Emerging Viruses. Penguin Books Ltd. Canada. 1996. ISBN 0-14-025610-5
Oram, Hummer, Smoot. Biology Living Systems (Canadian SI Edition). Toronto: Charles E. Merrill Publishing Company. 1983. ISBN 0-675-07032-5
Poole, M., G. Pilkey, and E.C. Johnson. Biology In Action. Toronto: Harcourt Brace Jovanovich, Canada, 1992. ISBN 0-7747-1348-8
Scarrow, H. Biology: Your Bodyworks.
Toronto: Globe/Modern Curriculum Press 1990.
ISBN 0-88996- 214-6
Silberstein, E, Braun, S. Heath Biology: Laboratory Investigations. Toronto: D.C. Heath. 1989.
The New American Catholic Bible. Catholic Bible Publishers. Wichita, Kansas. 1992.
Turtox Review Sets (Boreal Laboratories Ltd. 399 Vansickle Road, St. Catharines, ON L2S 3T4) or (Merlan Scientific, Georgetown, ON)
microviewers slide sets on viruses, bacteria, blood cells, immune system (Boreal Laboratories)
Fact sheets on Childhood Diseases and Conditions - http://www.cdc.gov/ncidod/hip/abc/facts.htm
Health Canada - http://hc-sc.gc.ca/hpb/lcdc/bid/respdie
Health: Vaccines - http://www.parentsplace.com/health/vaccines
Health Canada: Division of Immunization - http://www.hc-sc.gc.ca/hpb/lcdc/bid/di/vaae_e.html
National Immunization Program - http://www.cdc.gov/nip/vfc
The Wonderful World of Diseases - http://www.diseaseworld.com/
Vaccinations: Choose the Country Where You Want to Go -
http://www.pasteur-lille.fr/english/health/vaccine/vaccine.htm
Battle Scars: An Overview of Our Defense Against Disease GB 49-3520 (Carolina Biological Supply)
Blood and Immunity GB 40-1230 (Carolina (from kineticvideo.com Toronto)
Food-Borne Illnesses and Prevention Techniques DBM 10059
Human Body 3 (1998) UC 86325 (National Geographic)
Human Health BWJ 8257 (kineticvideo.com Toronto)
Living Body Series: Blood GB 49-3704 (Carolina)
Microbes in Motion - Windows CD-ROM (Boreal)
Viruses and Bacteria GB 40-1301 (Carolina)
Viruses and Bacteria: a slide collection GB 40-1308A (Carolina)
AIDS: A Biological Perspective BWJ 8220 (from
kineticvideo.com Toronto) 30 minutes
Bacteria BWJ 6115 (kineticvideo.com Toronto) 15 minutes
Bacteria: Invisible Friends and Foes - (Boreal)
Blood is Life, BWJ 61527 (kineticvideo.com Toronto) 45 minutes
Blood and Lymph - Human Body and Health (Boreal )
Cell Wars: How the Immune System Works DBM 2439 (kineticvideo.com Toronto) 26 minutes
Disease and Health - (Boreal)
E.coli: Case of the Mysterious Microbe CYL 7945 (from kineticvideo.com Toronto) 26 minutes
Ebola: Diary of a Killer BWJ 7513 (from kineticvideo.com Toronto) 61 minutes
Epidemics and the Environment DBM 7910 (from kineticvideo.com Toronto) 29 minutes
Food-borne Illnesses and their Prevention CYL 8222 (from kineticvideo.com Toronto) 35 minutes
Hepatitis: A, B, and C three part series DBM 10419 (from kineticvideo.com Toronto)
How to Use a Compound Microscope -(Boreal)
Humans and Bacteria BWJ 6899 (kineticvideo.com Toronto) 39 minutes
Infiltration by Influenza B CYL 9095 (from kineticvideo.com Toronto) 24 minutes
Our Immune System BWJ 5510 (kineticvideo.com Toronto) 23 minutes
Passing the Bug: The End of Antibiotics, DBM 8580 (from kineticvideo.com Toronto) 28 minutes
Raw Terror: E.coli Bacteria BWJ 6998 (from kineticvideo.com Toronto) 24 minutes
Superbugs: When Antibiotics Don’t Work, BWJ 8349 (from kineticvideo.com Toronto) 45 minutes
Surviving AIDS (1999) GB 49-4106 (NOVA) 60 minutes
The Brain Eater - story of mad cow disease (1998) GB 49-4948 (NOVA) 60 minutes
The Body Against Disease - (Boreal)
The Global Impact on AIDS DBM 9351 (from kineticvideo.com Toronto) 50 minutes
The Emerging Viruses BWJ 7467 (from kineticvideo.com Toronto) 50 minutes
Viruses, BWJ 7103 (from kineticvideo.com Toronto) 34 minutes
Time: 150 minutes
Students learn about the causes and effects of common and historical diseases through biblical passages and nursery rhymes. Students also identify pathogens that cause disease.
Ontario Catholic School Graduate Expectations
A Discerning Believer Formed in the Catholic Faith Community:
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.
An Effective Communicator:
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of Canada’s official languages;
CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes decisions in light of gospel values with an informed moral conscience.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5f - exercises Christian leadership in the achievement of individual and group goals;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen:
CGE7j - contributes to the common good.
Strand(s): The Immune System and Human Health
Overall Expectations
ISV.01 - demonstrate an understanding of the human immune system and its capacity to combat disease.
Specific Expectations
ISI.04 - identify the causes, effects and treatments of common diseases associated with the immune system (e.g., AIDS).
· Determine how students will set up a vocabulary list in their Notebooks for this unit.
·
Make available “Ring Around the Rosie” nursery
rhyme (student handout, board, poster...)
(Unit 5: Appendix 1).
·
Make available Bibles and/or handouts of
biblical references to diseases, plagues, or illness
(e.g., Book of Exodus, Luke 9:40, Book of Leviticus).
· Make available additional information on the diseases, plagues, or illness depicted in the bible readings.
· If possible, invite the school Chaplain and/or a teacher from the Religious Education Department to discuss biblical references of diseases and their social implications.
· Make available information on pathogens.
· Prepare and make available worksheets on pathogens.
· Order videos or make available information on the spreading of diseases, pathogens, and works of Louis Pasteur.
· Order blank Personal Immunization Record Cards from Public Health Department or School Nurse.
· Students will be requested to complete Immunization Record Cards in this activity. Note: It is important that teachers be sensitive to the fact that some students in the class may not have been immunized for conscientious religious reasons or for health reasons. It is suggested that in this case a generalized chart (found in most text books) on required immunization be used and placed into the Workplace Portfolio.
· Organize students into groups of four when required throughout the activity. The teacher may do this or students may be allowed to choose their groups. The groupings may be kept the same throughout any activity.
· Instruct students before beginning this unit to collect four articles on diseases from local/global newspapers, magazines, journals, etc and place these articles into a scrapbook. This collection will be required for Activity 2. It may also be necessary to provide various print sources to students with current articles on diseases.
· Grade 5 - Life Systems - Human Organ Systems
· Grade 8 - Life Systems - Cells, Tissues, Organs and Systems
Activity 1.1: A Historical View on Disease
The teacher:
· prepares and distributes the nursery rhyme “Ring Around The Rosie”;
· reads the nursery rhyme with the class;
·
through class discussion, relates the disease
and the historical background of the nursery rhyme
(see Unit 5: Appendix 1).
Students:
· read the nursery rhyme as a group;
· with teacher direction determine the disease discussed and the historical background of the rhyme.
Activity 1.2: Disease As Seen In The Bible
The teacher:
·
prepares and makes available biblical references
to diseases, plagues, and/or illness. For example, the story of Lazarus
(Leprosy), Luke
· provides additional information on the diseases/plague depicted in the passages;
· places students into groups of four and directs each group to identify the signs of the disease, plague or illness and discuss in their groups the social implications of it in biblical times;
·
directs students to write a reflection in their
Journals using the Learning/Valuing/Acting Model on the social implications of
diseases or illness in modern day (refer to Course Overview
Planning Notes).
Students:
· in groups of four, read the biblical passages on diseases as directed by the teacher;
· using additional information, identify the symptoms of the disease (illness);
· discuss the social implications of the disease in biblical times;
· write a reflection in their Journals on the social implications of diseases or illness in modern day (and when using the New Testament, students recognize Jesus’ response to the afflicted and comment on His response in their journals).
Activity1.3: What is Disease and How Does it Spread?
The teacher:
· asks students to brainstorm the term “disease”;
· directs students to place the term disease in their vocabulary list in their notebooks;
· poses the question: How does disease spread?;
· produces a mind map on the blackboard using student responses;
· directs students to place the terms: direct contact, indirect contact, airborne transmission, and vectors into their vocabulary list;
· provides articles and/or videos depicting the various methods of disease transmission;
· places students into groups of four and directs each student in the group to prepare a brief summary on one method of spreading disease and possible steps that can be taken to halt the spread of disease by that method;
· collects and checks the information for accuracy and directs students to make corrections;
· directs each student in the group to present their summary to the other members of the group;
· compiles an overall summary sheet;
· distributes information to all students in the group.
Students:
· define the terms disease, direct contact, indirect contact, airborne transmission, and vectors into their vocabulary list;
· summarize one method of disease transmission and possible steps to halt the spread of disease by that method;
· have work checked by the teacher and make appropriate corrections;
· present their findings to the members of their group;
· submit their summary to the teacher.
Activity 1.4: Pathogens and the Germ Theory of Infectious Diseases (L. Pasteur)
The teacher:
· makes available videos, articles and/or pictures and worksheets on various types of pathogens, e.g., Microbes in Motion CD-ROM, Turtox Review Sets. (See Resources.);
· directs students to identify the different pathogens, complete the worksheets and write a brief summary for each pathogen into their Notebooks;
· makes available video and/or articles on Louis Pasteur (process of pasteurization, preparation of first vaccine for rabies and/or the development of the immunization process for anthrax), e.g., Disease and Health Video (See Resources.);
· prepares and makes available questions on videos to be viewed and/or articles to be read by students on L. Pasteur;
· explains the Germ Theory of Infectious Diseases.
Students:
· using videos, articles, and/or pictures, identify pathogens;
· using available information, completes the worksheets on pathogens and write a brief summary on each pathogen into their Notebooks;
· view video and/or read articles on Louis Pasteur;
· complete questions as assigned by the teacher on the video and/or articles on L. Pasteur;
· with teacher direction discuss how Pasteur arrived at the “Germ Theory of Infectious Diseases”.
Activity 1.5: Your Own Health Card
The teacher:
· makes available blank Personal Immunization Record Cards and general immunization charts;
· directs students to fill in their Personal Immunization Record Cards. If this is not possible directs students to review a general immunization chart;
· discusses the importance of maintaining an accurate Personal Immunization Record Card;
· has students make a Journal reflection on the importance of, and need for Immunization Record Cards in the workplace.
Students:
· fill in their Personal Immunization Record Cards using information from existing Health Cards, general immunization charts and information gathered from themselves, parents/guardians, and doctor;
· place completed Personal Immunization Record Card and general immunization charts into their Workplace Portfolio;
· write a reflection in their Journals on the need for and the maintaining of an updated Personal Immunization Record Card and its importance in the workplace.
· The Individual Student’s Vocabulary List assesses students’ Knowledge/Understanding and Communication using a checklist (IS1.04).
· Roving conferences as a formative assessment of students’ Knowledge/Understanding of the causes of disease using a checklist (IS1.04).
· Completion of worksheet on pathogens assesses students’ Knowledge/Understanding using a marking scheme or checklist (IS1.04).
· Summary on method of disease transmission assesses students’ Knowledge/Understanding, Inquiry and Communication using a product rubric (IS1.04).
· If the student has an individual education plan, IEP, activities can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical and learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities.
· Peer assistance should be encouraged
· For enrichment students may:
· choose another nursery rhyme and discuss how the nursery rhyme depicts an illness, disease or plague;
· choose a plague/disease in history and prepare an oral or written presentation; research could include the following information: when the disease was first discovered and by whom, the symptoms of the disease, how many people were affected/killed by the disease, social implication of the disease, was a cure developed? by whom?
· research and write a brief report on the process of pasteurization and show how it is used in many food processing industries.
The New American Catholic Bible. Catholic
Bible Publishers.
Nikiforuk, Andrew. The Fourth Horseman; A Short History
of Plagues, Scourges, and Emerging Viruses. Penguin Books Ltd.
Videos
Disease and Health Video (Boreal )
Microbes in Motion CD-ROM (Boreal)
Turtox Review Sheets (Boreal)
Websites
Heath
National Immunization Program - http://www.cdc.gov/nip/vfc
Time: 150 minutes
Students distinguish between communicable and non-communicable diseases. Students collect, summarize and use articles to gain further knowledge on communicable and non-communicable diseases.
A Discerning Believer Formed in the Catholic Faith Community:
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.
An Effective Communicator:
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes decisions in light of gospel values with an informed moral conscience;
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen:
CGE7j - contributes to the common good.
Overall Expectations
ISV.01 - demonstrate an understanding of the human immune system and its capacity to combat disease.
Specific Expectations
IS1.02 - distinguish between communicable and non-communicable disease.
· Make scrapbooks available, if necessary.
· Make available current newspapers, magazines, journals containing articles on diseases. Students by this time should have collected four articles on diseases. (This instruction was given in Activity 1.)
· Contact the school resource personal to book time in the school/local Library/Resource Centre for students to research a communicable or non-communicable disease.
· Organize students into teams of two or three researchers.
· Prepares a process rubric that will be used to assess student article reviews.
· Make students aware of the correct and ethical use of the Internet.
· Make up a paper and pencil quiz on communicable and non-communicable diseases: how they compare, examples of each type of disease, the pathogens that cause the diseases and the growth requirements for the pathogens.
· Grade 8 - Life Systems - Cells, Tissues, Organs and Systems
Activity 2.1: Communicable and Non-communicable Diseases
The teacher:
· reminds students that the article collection should be complete by the start of this activity; (instructions were before the start of Activity 1)
· organizes students into groups of two or three;
· define and explain using examples, communicable and non-communicable diseases;
· directs students to define the terms communicable and non-communicable in their vocabulary list;
· instructs student groups to research the assigned diseases and determine if the disease is communicable or non-communicable, identify the pathogens that cause specific types of disease (as assigned by the teacher), and the conditions required for the spread of that pathogen;
· instructs students to prepare a chart with the headings: disease, communicable/non- communicable, pathogen and growth requirements;
· provides class time for students to share the information researched orally;
· compiles student gathered information into a single chart and distributes to all students;
· gives a paper and pencil quiz on communicable and non-communicable diseases.
Students:
· define the terms communicable and non-communicable diseases in their vocabulary list;
· research their specific diseases as assigned by the teacher and identify the disease as communicable or non-communicable, identify the pathogen that causes the specific disease and the conditions required for the growth of that pathogen;
· completes a chart with the information researched;
· orally share information with classmates;
· submit charts to the teacher;
· write a paper and pencil quiz on communicable and non-communicable diseases.
Activity 2.2: Diseases in the News
The teacher:
· instructs students to place the four articles collected by students into a scrap book;
· prepares and presents a process rubric to students that will be used to assess the development of scrapbook;
· instructs students to read each article and write a brief synopsis of the article;
· instructs students to choose one of their four articles or one provided by the teacher and answer as many of the following questions as possible, using available resources:
1. What is the disease?
2. What causes of the disease are identified in this article?
3. When was the first case diagnosed? What was the treatment then? Is it the same today?
4. Are all people at risk of getting the disease? If not, who is at risk?
5. Is the disease easy or difficult to control? Why?
6. Can this disease be prevented?
7. What social/ethical issues arise from this disease?
· assists students summarizing and answering questions on article as required;
· instructs students to submit scrapbook and article review;
· assesses student scrap book and article review using process rubric.
Students:
· collect four current articles on disease;
· place the articles into a scrap book and writes a brief synopsis on each article;
· choose one of the four articles or uses one provided by the teacher and answers assigned questions;
· submit scrapbook and article review to teacher.
· Charts on communicable and non-communicable diseases assess students Knowledge/Understanding, Inquiry, and Communication using a check list (IS1.02).
· Paper and pencil quiz on communicable and non-communicable diseases assess students Knowledge/Understanding, Communication and Making Connections using a marking scheme (IS1.02).
· Scrapbook and article review assesses students Knowledge/Understanding, Inquiry, Communication and Making Connections using a process rubric (IS1.02).
· See Activity 1 for general accommodations
· Possible enrichment activities include:
· write an article on a communicable or non-communicable disease not researched in this activity
· draw an illustration/cartoon related to the article they have reviewed
Oram, Hummer, Smoot. Biology Living Systems (Canadian
SI Edition ). Charles E. Merrill Publishing Company.
Videos
Bacteria: Invisible Friends and Foes Video (Boreal)
Microbes in Motion CD-ROM (Boreal)
Turtox Review Sets (Boreal)
Websites
The Wonderful World of Diseases - http://www.diseaseworld.com/
Time: 300 minutes
Students further their knowledge of micro-organisms by collecting and culturing bacteria. Students study the effectiveness of antibacterial agents on bacterial growth. Good safety practices will be emphasized.
An Effective Communicator:
CGE2b - reads, understands, and uses written materials effectively;
CGE2d - writes and speaks fluently one or both of
A Self-Directed, Responsible, Life Long Learner:
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen:
CGE7b - accepts accountability for one’s own actions;
CGE7j - contributes to the common good.
Overall Expectations
ISV.02E - carry out laboratory studies of micro-organisms that cause disease;
MOV.02E - investigate the growth and uses of microbes through laboratory activities.
Specific Expectations
IS2.01 - carry out standard laboratory tests safely to identify substances related to the immune system;
MO2.03 - investigate the behaviour of micro-organisms, identifying and controlling major variables and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs).
· Review lab safety, consistent with your board policy. Note and follow the board’s policy on disposal of biological waste (cultures and plates).
· Activity 3.1 is designed as a teacher-directed lesson - it is imperative that students be shown beforehand, the correct procedures for transferring and culturing bacteria. In Activity 3.2 students are directed to actually perform the experiment where they investigate bacteria with and without antibacterial agents.
· Prepare culture media (dishes containing culture media can be purchased or the teacher can prepare them prior to the activity) - soy agar is readily available and works well for this activity.
· Review proper sterile techniques necessary to prevent contamination of the cultures.
·
CAUTION: in the interest of personal safety,
all bacteria should be treated as pathogenic.
· Sterilize all materials prior to the activity and again upon its completion.
· The work areas must all be washed down with disinfectant before and after the activity.
· Students must be reminded to wash their hands with disinfectant soap regularly throughout the activity (disposable gloves may be used and are recommended).
· Stock cultures of bacteria are available, e.g., E. coli, that can be used for this activity. It should be made clear that students must not culture bacteria from their hands, mouth, or any surface areas in and around the school. Students may collect bacteria that are highly contagious and disease-causing like streptococcal bacteria.
· Most biology lab manuals have procedures for the collecting and culturing of bacteria, choose an appropriate one for students in the class.
· Gather all materials needed for this activity.
· Prepare lab worksheets including an observation sheet with diagrams for students to complete (circles divided into four sections, or quadrants, work well. It is suggested that there be a minimum of three per set up - initial, after 24 hours, then a final), an observation table, and appropriate discussion questions.
· Prepare discs for use with the antibacterial agents (filter paper that is punched into discs using a hole punch works well).
· Gather various antibacterial agents (commercial products such as mouthwash, liquid soaps - if using powders make them into a 10% solution, household cleaning products and herbal and organic solutions - e.g., garlic juice, lemon juice, witch hazel, vinegar, coffee, rubbing alcohol, etc.).
· Hand lenses or a dissecting microscope may be used for observing the cultures.
· Teachers are recommended to develop a safety checklist for collecting and culturing bacteria to be used by both students and teacher.
· Teachers should develop a class summary chart for students to fill in once the activity is complete.
· Grade 5 - Life Systems: Human Organ Systems
· Grade 8 - Life Systems: Cells, Tissues, Organs and Systems
Activity 3.1: Getting Started
The teacher:
· brainstorms with the class where bacteria are found in general: on/in people, around the classroom, the school, the school bus, around the workplace, e.g., in a fast food restaurant;
· poses the question to the class “What might work to control the growth of bacteria?” and has students make an individual list. Students should be able to distinguish between controlled and uncontrolled variables;
· using students’ lists, make a class list prioritizing the items (most to least effective). Students should suggest reasons for items on their lists;
· reviews safety practices, emphasizing the possible dangers involved with bacteria culturing and the need for maintaining sterile conditions;
· identifies and describes safety apparatus and personal protective equipment found in the lab that is relevant to this activity (disinfectant soaps, disposable gloves, aprons, goggles). If the Bunsen burner is to be used to sterilize equipment, review its safe use;
· reads the lab procedure with the class. Develops a flow chart on the board or overhead summarizing the correct order of the steps of the procedure. It is recommended that the teacher discuss the necessity of a control and has all students use the same quadrant (pre-marked section on the petri dish) for their control when setting up their petri dishes, e.g., area #1;
· suggests to students they work in pairs and each group chooses different combination of antibacterial agents;
· shows students how to label the petri dishes using a wax pencil before filling with the agar solution - the covers should be labelled with student’s initials, date, and type of antibacterial agent. The bottom, with a wax pencil, should be divided into quadrants and numbered 1, 2, 3 and 4.Student groups must do a minimum of two dishes each to ensure they get enough results. (Petri dishes that are already divided into quadrants or sections by plastic dividers are available);
· pours the nutrient agar into the bottom of the labeled petri dishes and then covers each dish with a lid, in preparation for Activity 3.2;
· distributes the observation sheets and questions;
· shows students how to safely transfer bacteria onto the petri dishes after first lightly scoring the agar;
· discuss the proper disposal of the cultures when the activity is completed.
Students:
· make a list of where bacteria is commonly found under given headings (for example: in general; on/in people; in the classroom; in the school; on the bus; in a fast food restaurant; in the home; in the dentist or doctor’s office; in the hospital);
· make a list of items that they think will work to control (kill) bacteria, include things that are used regularly like mouthwash, hand soap, etc., compile a class list and together hypothesize which will be the most effective and which will be the least;
· recognize safety concerns re: culturing bacteria;
· distinguish between the different types of variables and identify those they can and cannot control in this activity, e.g., temperature, type of antibacterial agent, ... ;
· decide on the antibacterial agents to be used and make a hypothesis about their relative effectiveness;
· read the lab procedures and copy the flow chart into the Lab book;
· make a Journal reflection on the importance of personal hygiene for the control of bacteria and thus control disease using the Learning/Valuing/ Acting model previously defined.
Activity 3.2: Culturing Bacteria
The teacher:
· assists student to collect their materials;
· sterilizes loops just before use if using a stock culture;
· refer to the lab procedure chosen for the specific conditions necessary for bacterial growth, e.g., an incubator may be required to maintain a given temperature;
· assists students with the collection and transfer of their samples from the stock culture if necessary; helps students evenly spread the culture over the medium. If an inoculating loop is used, it is recommended that the teacher demonstrate its use, sterilize all the loops, and if necessary, do the transferring of the bacteria from the stock culture for students. (Note: that a sterilized inoculating loop is necessary if using stock cultures.);
· assesses lab skills and conferences with pairs of students about the procedures being followed and the results obtained;
· monitors students to ensure that they are following proper safety practices using the checklist developed;
· provides discs saturated with various antibacterial agents (use a variety - some that will be very effective and others that are less effective);
· ensures that all petri dishes are correctly labelled and sealed and places them in a safe location (one where they will not be disturbed by other students). The dishes should be left for several days and observations made regularly;
· checks observations as they are made in their Lab books and directs students to complete questions when the activity is finished;
· instructs students to wash down the work areas with disinfectant before and after the activity;
· remind students to wash their hands with disinfectant soap regularly throughout the activity (disposable gloves are recommended).
Students:
· gather and prepare materials following the teacher’s directions, e.g., prepare petri dishes;
· perform the activity with a partner following the teacher’s instructions making sure to use proper sterile techniques. Note that the bacteria must be spread lightly and evenly over the agar and that one of the quadrants must be kept without any antibacterial agent – the control;
· follows safety practices outlined and should avoid direct contact with the cultures - disposable gloves should be used;
· record observations and results (initial, after 24 hours, 48 hours, ... ) in Lab books. For each dish, write whether the bacterial growth is minimal, inhibited or absent;
· follow the teacher’s instructions for the disposal of the cultures when the activity is completed;
· clean up the area following the teacher’s direction and wash their hands regularly with disinfectant soaps;
· complete all observations and questions in their Lab book.
Activity 3.3: What worked?
The teacher:
· leads a class discussion of the results of the activity by compiling a summary chart which includes each group’s observations (source of the bacteria, antibacterial agents used, effectiveness of the agents) and accounts for any unusual results students found;
· distributes a blank summary chart for students to complete;
· discusses the consequences of overuse of antibacterial agents. This could be done by posing the question: What do you think would happen if you used the antibacterial soap too much?;
· collects and assesses the Lab books.
Students:
· orally report their group results to the class;
· complete the summary chart provided and add it to their Lab book;
· submit the Lab book.
· Student experimental techniques can be assessed for Knowledge of good safety practices and Inquiry using a checklist (MO2.03).This assessment may be included in the student’s Workplace Portfolio.
· Lab books can be assessed for students’ Knowledge, Understanding, Inquiry, and Communication and Making Connections using a marking scheme (IS2.01, MO2.03).
· See Activity 1 for general accommodations
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged
· For enrichment activities students may choose to:
· investigate the effect of other conditions on bacterial growth like changes in temperature;
· compare the cost of commercially available antibacterial products with that of organic/home-made products to determine if the bought ones are really more effective and cost efficient;
· test other antibacterial agents discussed but not used in this activity.
Texts
Caulderwood, C. and
Galbraith, D., et al. Understanding Biology.
Silberstein, E. and S. Braun. Heath Biology: Laboratory
Investigations.
ISBN 0-669-06922-1
Videos
The following videos are available from Kineticvideo.com Toronto
Bacteria, BWJ 6115 15 minutes
Humans and Bacteria DBM 6899 41 minutes
Time: 195 minutes
Students learn about the body’s mechanisms for defense against disease. They recognize the components of blood and the identity of micro-organisms that cause disease by viewing prepared slides. Students examine the role of vaccines on human health. Through cooperative group work, they research common human diseases to identify their causes, effects and treatments.
An Effective Communicator:
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
A Self-Directed, Responsible, Life Long Learner:
CGE4 - a demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b - demonstrates flexibility and adaptability;
CGE4c - takes initiative and demonstrates Christian leadership;
CGE4f - applies effective communication, decision-making, problem-solving, time and resources management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities and contributions of self and others;
CGE5f - exercises Christian leadership in the achievement of individual and group goals;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen:
CGE7b - accepts accountability for one’s own actions;
CGE7j - contributes to the common good.
Overall Expectations
ISV.01E - demonstrate an understanding of the human immune system and its capacity to combat disease.
Specific Expectations
IS1.01 - explain, in general terms, the cellular and chemical components of the human immune system (e.g.., describe how the cell membrane of white blood cells deals with infection; explain how chemicals in the immune system attack foreign or abnormal proteins to protect the body);
IS1.03 - describe the role of blood components in controlling pathogens (e.g., clotting factors, white blood cells, antibodies);
IS2.02 - collect data on the immune system, using instruments appropriately and safely (e.g., observe with a microscope prepared slides of various disease-causing microbial organisms, or slides of cellular components of human blood).
· Review proper care and use of a microscope.
· Prepare a diagnostic test on general aspects of the human immune system and the role of cell membranes.
· Provide worksheets on types of immunity (students differentiate between the different types of immunity - inborn and acquired).
· Gather prepared slides or micro slides of blood components (white and red cells and platelets), and disease causing microbial organisms.
· Gather diagrams/pictures of blood components to assist students when trying to identify the cellular components of blood, especially the types of white blood cells.
· Grade 5 - Life Systems: Human Organ Systems
· Grade 8 - Life Systems: Cells, Tissues, Organs and Systems
Activity 4.1: The Body’s Protective Mechanisms
The teacher:
· prepares a diagnostic test on the human immune system;
·
introduces the body’s protective
mechanisms/devices. This could be done through class discussion beginning with
a question, e.g., What can your body do to prevent you from becoming sick? A
list can be made and then put into categories: non-specific defenses (e.g., 1st
line = skin, hair....;
2nd line = inflammatory response: fever....) and specific defenses
(antibodies);
· explains the terms: antigens, antibodies, pathogens, natural barriers, immunity, infection and instructs students to add these to their vocabulary list for this unit;
· makes an analogy to “war” as a way to visualize the body’s defense systems and instructs students to make a flowchart of the body’s “Battle Plan”, collects and assesses the student’s plan. Alternatively, or in addition to the flowchart, students could play a game of Battle Chess or Battle Checkers (the human defense as a chess or checkers game): pawns could represent the 1st line of defense, the rooks, bishops and knights, the 2nd line, king and queen are the specific defenses.
Students:
· write a diagnostic test on the human immune system;
· complete remedial worksheets as needed;
· contribute to the class discussion identifying the body’s own protective mechanisms and summarize them and add new terms to their vocabulary list;
· make a Battle Plan (flow chart) of the body’s defenses using the war analogy and submit it and/or play a game of Battle Chess.
Activity 4.2: Types of Immunity
The teacher:
· introduces the term immunity and defines the types (inborn and acquired) stating examples of each;
· provides worksheets on the types of immunity;
· introduces the components of blood and their role in immunity and provides a worksheet/table for students to complete;
· collects and assesses these worksheets.
Students:
· as a result of the teacher presentation identify examples of immunity as either inborn or acquired and completes a worksheet;
· describe the parts of blood and their role in immunity and complete a worksheet/table;
· submit worksheets.
Activity 4.3: What’s in a Drop of Blood?
The teacher:
· reviews the care and use of the microscope (diagnostic test can be given if necessary);
· instructs students to complete observations of prepared slides or micro slides (if micro viewers are used) of the cellular components of blood in their Lab books. It is suggested that the teacher makes available pictures/diagrams of the types of blood cells (most biology lab manuals and texts have these);
· reviews the basic structure of and types of micro-organisms that cause disease and instructs students to complete observations of prepared slides or micro slides of microorganisms in their Lab books;
· provide assistance to students to identify the various components of blood and the microorganisms on the prepared slides;
· monitors students to ensure the proper care and use of the microscope (checklist may be used);
· collects and assesses the Lab books.
Students:
· review the proper care and use of the microscope;
· view prepared slides/micro slides and record observations of the components of blood in their Lab books, if necessary use the pictures provided to help identify the types of cells;
· prepare a data chart in their Lab books describing the distinguishing features of each component of blood as part of their observations;
· view prepared slides and make observations of microorganisms that cause disease in their Lab books;
· submit their Lab books.
· Battle Plan can be assessed for Knowledge/Understanding, Communication and Making Connections using a product rubric or checklist (IS1.01).
· Battle Game can be assessed for Knowledge/Understanding, Communication and Making Connections using a rating scale (IS1.01).
· Vocabulary list can be assessed for Knowledge/Understanding and Communication using a checklist (IS1.01).
· Appropriate use of the microscope can be formatively assessed using a checklist (IS2.02).
· Lab books can be assessed for Knowledge, and Inquiry, Understanding, and Communication of cellular blood components and microorganisms and can be done using a rating scale (IS1.02. IS1.03).
· Worksheets and flowcharts can be assessed for Knowledge/Understanding and Communication using an appropriate marking scheme or checklist (IS1.01, IS1.03, IS3.02).
· See Activity 1 for general accommodations.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged. Micro viewers and video tapes may be used for students who have difficulty manipulating microscopes.
· For enrichment students may choose to:
· write, then tape or make a video of, a short story entitled “Invasion by an Unknown”. The invader could be bacteria or viruses in general or a specific one identified in this activity. The teacher may wish to start them off with “ The surface was dry and bare when the first invaders landed....”;
·
build a 3-D model or game of the “
· as a class, act out a “Battle Against an Invader”.
Texts
Galbraith, D., et al. Understanding Biology.
Scarrow, H. Biology: Your Bodyworks.
ISBN 0-88996-214-6
Videos
The following videos are available from
kineticvideo.com
Blood is Life, BWJ 61527 45 minutes
Our Immune System BWJ 5510 23 minutes
Humans and Bacteria BWJ 6899 39 minutes
Cell Wars: How the Immune System Works DBM 2439 26 minutes
CD-ROMs
Human Health BWJ 8257 (available from
kineticvideo.com
The following are available through Carolina Biological at www.carolina.com
Blood and Immunity GB 40-1230
Viruses and Bacteria GB 40-1301
Viruses and Bacteria: a slide collection GB 40-1308A
Living Body Series: Blood GB 49-3704
The following is available from National Geographic at www.nationalgeographic.com
Human Body 3 (1998) UC 86325 (this also includes transparencies)
Time: 180 minutes
Students examine the role of vaccines on human health. Through cooperative group work they research
common human diseases to identify their causes, effects, and treatments.
An Effective Communicator:
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
A Self-Directed, Responsible, Life Long Learner:
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b - demonstrates flexibility and adaptability;
CGE4c - takes initiative and demonstrates Christian leadership;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5f - exercises Christian leadership in the achievement of individual and group goals;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen:
CGE7b - accepts accountability for one’s own actions;
CGE7j - contributes to the common good.
Overall Expectations
ISV.03E - describe and explain how vaccines and antibiotics are used to assist the immune system in preventing and overcoming disease, and analyse the impact of social and environmental factors on human health.
Specific Expectations
IS1.04 - identify the causes, effects, and treatments of common diseases associated with the immune system (e.g., AIDS);
IS2.03 - gather, integrate, and interpret information from print and electronic sources on a related health topic, and report the findings (e.g., use current, reliable information sources to find out about the spread of diseases such as AIDS, typhoid, and cholera);
IS3.01 - explain how specific antibiotics and vaccines can be used to treat or prevent a disease (e.g., measles, rabies, tetanus, smallpox, tuberculosis);
IS3.02 - describe how the overuse and improper use of antibiotics may lead to an increase in bacteria that are resistant to antibiotics.
· Contact the school nurse or the public health nurse and arrange for a class visit.
· These activities build on the information introduced in previous activities in this unit (Activities 1.4 and 2.2). Connections to this prior knowledge should be emphasized.
· Set up a bulletin board with chart paper with the title The Body In Action and a table with the following headings: Name of disease; What causes it?; How does it get passed on?; What are its symptoms; What would be a complication?; How can it be prevented?; How is it diagnosed?; How is it treated?
· In preparing for this activity it is suggested that recent resources on a variety of communicable and non-communicable diseases be gathered. The information sheets used in Activity 2 can be made available. A suggested list of diseases includes: measles, rabies, tetanus, tuberculosis, meningitis, rubella, herpes, mononucleosis, smallpox, polio, pertussis, diphtheria, malaria typhoid and cholera.
· Review the ethical use of the Internet if it is available for student use.
· Make arrangements to have students visit the school Library/Resource Centre. If this is not possible gather information on diseases. Pamphlets and fact sheets are available through the Public Health Dept., family physicians/clinics and the school nurse and many drug stores (pharmacy dept.) and the Internet.
· Make up questions and answers for a matching/quiz-style game on the human immune system and the diseases students will be studying.
· Prepare case studies describing the “when and why” of vaccinations, e.g., a baby being immunized, a teenager being immunized and an adult getting a tuberculosis (TB) test before they can apply for a job, etc.
· Prepare handouts on vaccines and human health. Note: that vaccines were first introduced in Unit 4 Activity 3.
· Research the eradication of smallpox (as a success story for the use of vaccines),
· Prepare a paper and pencil quiz/test on the use and need for vaccines and antibiotics.
· When organizing students into partners some suggestions include: Students may choose topics from a “hat”; a list of topics can be made based on the last initials of students, e.g., if your last initial is either M or N = mononucleosis, groups may be made by the season that they were born in (summer = group 1...).
· Grade 5 - Life Systems: Human Organ Systems
· Grade 8 - Life Systems: Cells, Tissues, Organs and Systems
Activity 5.1: What’s that needle for?
The teacher:
· using a number of case studies introduces what vaccines are and how they work, e.g., Martha is now two months old and is going to get her first “shot” for DPT (Diphtheria, Pertussis and Tetanus), Mark is 13 years old and he must now get a “booster” shot, etc.;
·
introduces the school nurse or public health
nurse who clarifies the student’s personal immunization record and answers
questions students might have on the need for vaccinations (the nurse may also
address the role of personal hygiene on human health or if possible invite
him/her back for
Activity 6);
· presents the story of the eradication of smallpox as an example of a disease successfully treated with a vaccine;
· compares the use of vaccines to that of antibiotics. What happens when we overuse antibiotics?;
· has students complete handouts on vaccines and antibiotics and human health (their use to treat or prevent a disease), collects and assesses them;
· gives a paper and pencil quiz on vaccines and antibiotics;
· directs students to make a Journal reflection using the Learning/Valuing/Acting model on the use of vaccines and antibiotics.
Students:
· learn the importance of vaccines to human health;
· listen to the school nurse and learns about common vaccines, their use and why they are necessary;
· complete and submit handouts on vaccines and human health;
· completes a paper and pencil quiz;
· makes a Journal reflection using the Learning/Valuing/Acting model on the importance of controlling diseases through vaccines, and antibiotics.
Activity 5.2: The Body In Action
The teacher:
· introduces the assignment The Body In Action and organizes the students into pairs. The teacher assigns students a disease to research. Students continue with the diseases discussed in Activity 2 or choose a different one (see Planning Notes for a list of diseases.) The following questions can be used: Name of disease; What causes it?; How does it get passed on?; What are its symptoms; What would be a complication?; How can it be prevented?; How is it diagnosed?; How is it treated? Does family history (genetics) play a role in this disease? Students are to divide up the questions equitably and then research them independently. Then, with their partners, students compile a single sheet that answers all the questions. Teachers should supervise the division of the questions considering the strengths/abilities of the students involved;
· takes students to the Library/Resource Centre to research (If the Internet is used, remind students of its ethical use);
· checks the student’s individual progress and collects and assesses individual work;
· collects group fact sheet or worksheets and assesses it;
· displays the chart and instructs students to transfer their information to it after the research has been completed. Alternatively, an information video or tape can be made where students act as a “panel of experts” and present their research;
· directs students to complete a self-assessment and conferences with individual students in an effort to improve their personal research skills. This self-assessment could be in the form of a rating scale - How do you rate your research skills; ability to find relevant information easily? your ability to work with others? your ability to work independently, without talking? etc.;
· allows students to present their information to the class;
· provides a quiz/matching game on human diseases, students can be arranged into teams according to class size.
Students:
· with a partner divide up the questions to be researched and then independently research a specific disease using resources available. Students submit their individual work for assessment;
· with their partner complete and submit a final sheet that answers all the questions given;
· transfer the information from the fact sheets onto the chart paper displayed in the classroom or to a video/tape for presentation;
· complete a self-assessment and meet with the teacher to discuss it;
· present the information gathered about their disease with their partner;
· participates in a class game on common human diseases.
· Quiz/matching style game assesses Knowledge/Understanding and Communication of common diseases using a marking scheme (IS1.04).
· Research project can be assessed for Knowledge/Understanding, Inquiry, and Communication and Making Connections using a product rubric (IS2.03).
· Student research skills can be assessed formatively for Inquiry, Communication and Making Connections using a checklist and rating scale (IS2.03).
· Paper and pencil quiz can be used to assess for Knowledge/Understanding and Communication and Making Connections using a marking scheme (IS3.01, IS3.02).
· Worksheets and flowcharts can be assessed for Knowledge/Understanding and Communication using an appropriate marking scheme or checklist (IS3.01, IS3.02).
· See Activity 1 for general accommodations.
· for enrichment students may choose to:
· make a poster telling their peers why they need to be vaccinated;
·
investigate what vaccines are required when a
person travels to other countries, e.g.,
Galbraith, D., et al. Understanding Biology.
Videos
The following videos are available from
kineticvideo.com
Viruses, BWJ 7103 34 minutes
Superbugs: When Antibiotics Don’t Work, BWJ 8349 45 minutes
Passing the Bug: The End of Antibiotics, DBM 8580 28 minutes
Hepatitis: A, B, and C three part series DBM 10419
Websites
Health: Vaccines - http://www.parentsplace.com/health/vaccines
Vaccinations: Choose the country where you want to
go -
http://www.pasteur-lille.fr/english/health/vaccine/vaccine.htm
National Immunization Program - http://www.cdc.gov/nip/vfc
Health
The Wonderful World of Diseases - http://www.diseaseworld.com/
Fact sheets on Childhood Diseases and Conditions - http://www.cdc.gov/ncidod/hip/abc/facts.htm
Time: 300 minutes
Students develop a timeline of important events that led to improved human health. Students learn about the spread of diseases by analysing local issues. Students recognize the role public health guidelines have in protecting society.
An Effective Communicator:
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
A Self-Directed, Responsible, Life Long Learner:
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b - demonstrates flexibility and adaptability;
CGE4c - takes initiative and demonstrates Christian leadership;
CGE4f applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5f - exercises Christian leadership in the achievement of individual and group goals;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen:
CGE7b - accepts accountability for one’s own actions;
CGE7j - contributes to the common good.
Overall Expectations
ISV.03E - describe and explain how vaccines and antibiotics are used to assist the immune system in preventing and overcoming disease, and analyse the impact of social and environmental factors on human health.
Specific Expectations
IS2.03 - gather, integrate, and interpret information from print and electronic sources on a related health topic, and report the findings (e.g., use current, reliable information sources to find out about the spread of diseases such as AIDS, typhoid, and cholera);
IS3.03 - analyse way in which human health has been improved over time as a result of a better understanding of pathogens and genetics and improved sanitary conditions and personal hygiene (e.g., development of a smallpox vaccine by Edward Jenner, or polio vaccine by Jonas Salk; development of public health guidelines for food handling and preparation in restaurants to prevent microbial contamination of the final product).
· Contact the school nurse or the public health nurse and arrange for a class visit.
· Collect and preview a video telling the story of the human fight against disease (there are many available, see resources for suggestions).
· Make worksheets to accompany the video.
·
Teachers are encouraged to gather recent
articles about a local/regional disaster involving the spread of an infectious
disease, e.g., the Walkerton water contamination story (Spring 2000);
· Contact local newspaper/media or Ontario Department of Health, or Ontario Ministry of the Environment to arrange for a guest speaker.
· Gather materials for students to make posters (markers, magazines, paper, rulers, ...).
· Gather additional printed resources for students to use on the history of human health.
· Contact a veterinarian and invite him/her into the class and gather local data about the spread of rabies in your community.
· Produce worksheets on the spread of infectious diseases.
· Grade 5 - Life Systems: Human Organ Systems
· Grade 8 - Life Systems: Cells, Tissues, Organs and Systems
Activity 6.1: Just What Happened in (Walkerton....)?
The teacher:
· presents a local/regional disaster, e.g., Walkerton water contamination (articles from newspapers, magazines etc.);
· helps students analyse then summarize the problem(s) faced by the community where the disaster occurred. These include: What was the problem? How was it identified? What was the source of the problem? How were the people affected? How many people were at risk? What was done to correct the problem? Could this problem happen anywhere else? Could this ever be repeated, in this community or any other one? How can this type of disease be prevented in the future?;
· collects and assess the answers to the questions and discusses the answers with the class. Alternatively, the teacher may give a correct version of the questions to the students and have them compare their own answers to those provided;
· explains any new terms (e.g., E. coli, contamination, fecal matter) and has students add these to their vocabulary list for this unit;
· introduces Government Guidelines that apply to the case being studied and discusses the need for Public Health Guidelines for such things as food handling and preparation;
· have students write a reflection in their Journal on the disaster discussed, considering the role poor personal hygiene practices play on the spread of disease. Students can also write a modern day parable about the issue - What would Jesus have done?
Students:
· make a hypothesis about the nature/source of the disaster presented and contribute to a class discussion;
· add new terms to their vocabulary list;
· summarize the information about the issue by answering the questions given and submit them and/or compare them to an answer sheet provided;
· participate in a class discussion on the role of governments in making and enforcing Public Health Guidelines;
· write a reflection in their Journal using the Learning/Valuing/Acting model, about the spread of infectious diseases and their devastating effect on a community (role of poor personal hygiene practices ). Also consider the disaster studied and write a modern day parable - What would Jesus have done?
Activity 6.2: It’s Been a Long Road...
The teacher:
· introduces the video, e.g., Disease and Health (see Resources) and provides an accompanying worksheet;
· identifies the role of the Catholic Church in the founding of hospitals in Upper and Lower Canada and the role of Canadian scientists and doctors in the advancement of human health, e.g., Fleming, Banting and Best;
· checks the accuracy and completion of the worksheet;
· instructs students how to design and create a poster of a timeline of the history of human health;
· explains the assignment to students (this activity can be done individually or with a partner) and assigns students an individual, group, or specific event, significant to the advancement of human health issues (that were presented in the video, if possible);
· helps students use the information from the video and/or printed sources to find the following information for their poster: Who (individual or group)? What did they discover? When? Are any applications of their findings used today? Alternatively: What was the event? When did it occur? What applications are used today?;
· collects and assesses the posters;
· hangs the posters in chronological order around the room creating a Poster Gallery;
· allows students time to look at the posters done by their peers (if appropriate peer assessment could be done).
Students:
· view the video and complete the worksheet;
· individually (or with a partner) design and produce a poster on one event (individual or group) that led to improvements in human health using the criteria and questions provided;
· submit poster;
· read the posters done by their peers and if assigned, complete a peer assessment.
Activity 6.3: The Spread of Infectious Diseases
The teacher:
· introduces ways that infectious diseases are spread, e.g., through animals using the question: Why vaccinate your pet against rabies?;
· invites a veterinarian to talk about rabies in your community;
· discusses other ways that infectious diseases are spread (consider Global issues like typhoid, AIDS, Ebola as well as those that students are familiar with like influenza) and provide worksheets;
· collect and assess worksheets.
Students:
· contribute to class discussions on rabies and the spread of infectious diseases;
· complete and submit worksheets on the spread of infectious diseases.
· Vocabulary list can be assessed for Knowledge/Understanding and Communication using a checklist (IS2.03).
· Poster can be assessed for Knowledge/Understanding, Communication, Inquiry, and Making Connections using a checklist (IS3.03, IS2.03).
· Posters can be formatively assessed for Knowledge/Understanding, Communication and Inquiry and Making Connections using a peer assessment checklist (IS3.03, IS2.03).
· Worksheets can be assessed for Knowledge/Understanding, Communication and Making Connections using an appropriate marking scheme or checklist (IS2.03, IS3.03).
· See Activity 1 for general accommodations.
· For enrichment students may choose to:
· make a song/poem or a public advertisement on the importance of personal hygiene at work and home to prevent the spread of disease;
· create a local “map” showing the incidences of rabies in their community.
Galbraith, D., et al. Understanding Biology.
Videos
Disease & Health from Boreal
The following videos are available from
kineticvideo.com
AIDS: A Biological Perspective BWJ 8220 30 minutes
Ebola: Diary of a Killer BWJ 7513 61 minutes
The Emerging Viruses BWJ 7467 50 minutes
Raw Terror: E.coli Bacteria BWJ 6998 24 minutes
Infiltration by Influenza B CYL 9095 24 minutes
E.coli: Case of the mysterious microbe CYL 7945 26 minutes
Food-borne Illnesses and their Prevention CYL 8222 35 minutes
Epidemics and the Environment DBM 7910 29 minutes
The Global Impact of AIDS DBM 9351 50 minutes
The following videos are from NOVA (available from
NOVA: Surviving AIDS (1999) 60 minutes GB 49-4106
NOVA: The Brain Eater - story of mad cow disease (1998) 60 minutes GB 49-4948
CD-ROMs
The following are available from kineticvideo.com
Food-Borne Illnesses and Prevention Techniques DBM 10059
Ring - a - Ring o’rosies,
A pocket full of posies,
A-tishoo! A-tishoo!
We all fall down.
History
· Rhyme originated from the Black Plague or Bubonic Plague.
·
The Plague ravaged
·
It killed over 700 000 people, ¼ of
Break down of the Nursery Rhyme
|
· Ring o’rosies: |
a rosy rash was an early symptom of the plague |
|
· Pocket full of posies: |
these were spices and herbs carried in the pockets of people to ward off the disease |
|
· A-tishoo: |
represented a deadly sneeze that spread the disease |
|
· We all fall down: |
the victim died from the disease |
Course Overview | Unit 1 |
Unit 2 | Unit 3 | Unit 4 | Unit 6
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