Course Profile Science, Grade 11, Workplace Preparation, Public
Unit 4: Understanding the Human Immune System
Time: 20 Hours
Activity 4.1 | Activity
4.2 | Activity 4.3 | Activity 4.4 | Activity
4.5
Students learn about the way the human body protects itself from disease. Students examine internal defenses against pathogens and the available treatments for disease. Disease prevention at home and in the workplace is emphasized through investigations, which compare the effectiveness of consumer products and workplace practices. As a final task, students develop a public awareness campaign about a health related topic for a specific audience.
Overall Expectations:
ISV.01,
ISV.02, ISV.03, MOV.01, MOV.02, MOV.03.
Specific Expectations: IS1.01, IS1.02,
IS1.03, IS1.04, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02, IS3.03, MS1.02, MS2.03,
MO1.05, MO1.06, MO2.02, MO3.02.
|
Activity 4.1 |
Spreading Diseases |
220 minutes |
|
Activity 4.2 |
Immune System Function |
200 minutes |
|
Activity 4.3 |
The Treatment and Prevention of Disease |
300 minutes |
|
Activity 4.4 |
Controlling the Spread of Bacteria |
180 minutes |
|
Activity 4.5 |
Public Awareness Campaign |
300 minutes |
· Knowledge of micro-organisms from Unit 3.
· Familiarity with experimental design and control of variables.
· Ability to carry out laboratory investigations and record and interpret data.
· General knowledge of the human body with respect to circulation and symptoms of disease (human body systems are not covered in science after Grade 5).
· If the sequence of units is changed from what is presented in this profile, it is important that this unit be taught immediately after the unit on Investigating Micro-organisms (Unit 3), as it relies on the concepts and skills developed in that unit.
· Note: that to fully address all the expectations in the Micro-organisms strand some expectations play an important role in activities in this unit, and MO1.05 is only addressed in this unit.
· This unit brings the study of micro-organisms to the personal level of the student and will raise potentially controversial issues with respect to lifestyle choices and sexual behavior.
· Discussions around these issues are to be encouraged and students should be invited to expand their own understanding and answer their own questions.
· This is an ideal opportunity to bring in outside speakers or to make a visit to a health care facility to allow students to see or hear about disease control and treatments procedures.
· The importance of immunization and appropriate use of antibiotics should be a focus for the unit.
· The growth of bacteria as suggested in Activity 4.4 raises the risk of infection and should be carried out with care and frequent cautions to students concerning the safety aspects of the experiments. The importance of hand washing after the activities must be stressed.
· A minimum of bacterial culture using agar plates is presented in this unit. This was deliberately done for two reasons. In the first place, this course is intended for students who will enter the workplace directly, and who will therefore not likely be involved in any laboratory settings where bacterial culture is carried out. Secondly, extensive safety precautions as well as comfort with and knowledge of safe microbiological technique and disposal are required for such activities. Some teachers may wish to add other bacterial culture activities, or, alternatively, to take students on a field trip to a medical lab where they can see how testing for bacteria is done using plating techniques.
· Activity 4.5 provides an opportunity for students to express their understanding of the material in their own way. As much flexibility as possible should be afforded students in the manner in which the presentation is made.
· Ensure access to a class set of microscopes and prepared slides, as necessary.
· Students should be encouraged to record information about workplaces visited or job descriptions of guest speakers as appropriate, as well as a continuing record of employability skills for use in the study of the School as a Workplace or in the culminating activity in Unit 6.
The following chart summarizes the variety of teaching and learning strategies used in the activities within the unit and shows how they are connected to the assessment and evaluation strategies.
|
Teaching/Learning Strategies |
Assessment Task |
Tool |
|
4.1 Spreading
Diseases Class discussion of disease list Communicable disease simulation Diagrams of infectious agents Selection of project topic |
Disease list Flow chart Drawings |
Anecdotal Comments Checklist Rating scale |
|
4.2 Immune System
Function Review of circulatory system Investigation of components of human blood Hospital/Clinic visit (optional) Medical record review Text-based research |
Quiz Diagrams and Chart One page report Record Summary Chart Quiz |
Marking scheme Anecdotal Comments Rubric Checklist Marking scheme |
|
4.3 The Treatment
and Prevention of Disease Class discussion of medical treatment options Examination of case studies |
Chart of Illnesses Treatment Plan |
Anecdotal Comments Marking Scheme |
|
4.4 Controlling
the Spread of Bacteria Effects of hand washing on bacterial growth Comparison of mouthwash effectiveness |
Lab Report Lab Report |
Rubric Rubric |
|
4.5 Public
Awareness Campaign Disease research Campaign development |
Record of Information Campaign Item |
Rating scale Rubric |
· A variety of assessment tasks are suggested for each activity, as outlined in the chart above. Charts provided at the end of each activity show the type of tool, which can be used, along with links to the Achievement Chart and learning skills.
· Many of the specific expectations related to ISV.01, which cover basic concepts of the human immune system, are assessed as a component of the activities suggested. However, it is also appropriate to give quizzes to assess students’ knowledge separately. Quizzes are included as assessment tasks in the charts, but are not described as part of the Teaching/Learning Strategies.
Bosak, Susan V. Science Is. Richmond Hill: Scholastic Canada Limited, 1991.
Candido, Jack, et al. Heath Science Connections 10. D.C. Heath Canada, 1988.
Caulderwood, Carol A. et al. Science Ideas and Applications (The Wiley Intermediate Science Program.) John Wiley, 1988. 414 pages
Engel, June. The Complete Canadian Health Guide. Toronto: Key Porter Books, 1993.
Scarrow, Hart R. Biology: Your Bodyworks. Globe/Modern (GMC), 1990.
Yack, Douglas J., Philip G. DeSantis, Garnet J. Dobsky, Ronald E. Phillips, and Jean Bullard. Heath Biology Connections. Toronto: D.C. Heath Canada Ltd., 1990.
Wartski, Albert and Lynn Marie Wartski. Low Budget Biology. Hillsborough: Ski2 Educational Publishing, 1993.
http://www.healthcentralsympatico.com
http://www.healingwell.com
http://www.medhelp.org
www.psbc.org/ed/start.htm
http://cer.hs.washington.edu/John/start.htm
Material Safety Data Sheets for Infectious Agents
Health Canada Laboratory Centre for Disease Control
www.hc-sc.gc.ca/hpb/biosafty/msds/index.html
Time: 220 minutes
Students explore the concepts of communicable and non-communicable diseases, the causes of communicable diseases, and how they are spread. The culminating activity for this unit is introduced.
Strand(s): The
Immune System and Human Health, Micro-organisms
Specific
Expectations
IS1.02 - distinguish between communicable and non-communicable diseases;
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);
MO1.04 - describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi;
MO1.06 - describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans.
· Obtain pamphlets on diseases from health units or pharmacies.
· Ensure access to prepared slides of disease organisms.
· Knowledge of micro-organisms from Unit 3.
· Cell biology concepts from Grade 8.
4.1.1 Student Activity: Through class discussion and brainstorming students generate a list of diseases that afflict humans. Through further deliberation students determine which diseases can be passed on from one person to another and how they enter the body. They determine that disease can be spread through the air, by touching an infected person or object, by ingesting infected material (e.g., water) and by sexual contact.
Teacher Facilitation: The teacher facilitates the discussion and generates a list on the board. The class is divided into small groups which are given the task of determining which diseases can be passed on from one person to another. The groups report to the class and a final list of communicable and non-communicable diseases is established. Students then write this list in their notes. Students are asked to think of ways in which disease can be spread and points of entry in to the body. These methods are included in their notes.
4.1.2 Student Activity: Through a hands-on demonstration students experience the concept of a disease spreading through the class.
Teacher Facilitation: The teacher prepares a rack of numbered test tubes – one per student. All but 2 tubes are half filled with water. The remaining two are half filled with a very dilute (1 g NaOH in 1 litre of water) sodium hydroxide solution. Only the teacher knows which two contain the NaOH. Stressing safety and wearing protective gloves students circulate and exchange their liquids with at least three other students, e.g., “a” pours all into “b” then “b” pours all into “a” then “a” returns half to “b”. Students track their exchanges by recording the test tube numbers of their encounters. The students return to their seats. The teacher circulates and places a drop of phenolphthalein in each test tube. A pink reaction indicates an infection. Using their tracking sheets and the revealed original infected test tubes the route of infection is traced through the class. The students then produce a flowchart with arrows to illustrate their own personal route through the class.
4.1.3 Student Activity: Using prepared slides, students observe a variety of disease-causing microorganisms. They draw simple diagrams of the various types observed, and include them in their notes.
Teacher Facilitation: The teacher obtains a set of prepared slides featuring a variety of pathogenic organisms. (See Appendix 4A for list.) With students at their lab stations, the teacher briefly reviews the care and use of a microscope prior to distributing the slides. Through the sharing of slides the students will observe, draw, and label several species. The teacher relates what the students have seen to what they learned in the previous unit about micro-organisms.
4.1.4 Student Activity: Students are introduced to the culminating activity for this unit. They begin to make choices as to the nature of their project.
Teacher Facilitation: The teacher informs the class that as a part of their unit evaluation they will design and produce an item that could be part of a public awareness campaign. The campaign could be over such issues as the importance of hand washing, safe food handling, use of prescription medicines, flu shots or other public health concerns and could be intended for a variety of audiences including school children, restaurant staff, parents of small children, or seniors. The students are asked to consider this project as they proceed through remainder of the unit. A handout is given to the class outlining the project. The teacher refers to it frequently as the class progresses and the students are encouraged to make choices for the activity.
|
Task |
Tool |
Category |
Learning Skill |
|
Disease lists |
Anecdotal Comments |
Inquiry, Communication, Knowledge |
Teamwork |
|
Flowchart |
Checklist for completeness |
Inquiry, Communication, Making Connections |
Teamwork |
|
Drawings |
Rating scale |
Making Connections |
Works Independently |
· Pair students for creation of drawings.
Time: 200 minutes
This activity introduces students to the workings of the circulatory system with particular emphasis on the immune system in order to understand how the body combats disease. Students will learn about the various blood cells in the body through the completion of a lab activity, research and video aids.
Strand(s): The
Immune System and Human Health, Micro-organisms
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);
IS1.04 - identify the causes, effects, and treatments of common diseases associated with the immune system (e.g., AIDS);
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;
MO1.05 - describe the nature and function of vaccines.
· A review of the board video library is necessary so videos may be ordered in advance.
· Consider using The Magic School Bus video on the immune system as an introduction: though it is directed at a younger audience it can be appreciated by adults, gives an excellent summary of the function of the immune system, and presents an example of how raising public awareness can be targeted at audiences of all ages.
· Slides of human blood will have to be provided so students will not be required to prepare their own.
· An optional part of the unit could include a visit to a medical lab facility.
· Obtain or create sample immunization records.
· Obtain pamphlets or information related to immunization requirements from the local health unit or travel guides.
4.2.1 Student Activity: Students participate in a class discussion on the role of the circulatory system in both spreading and fighting infectious agents. Students then examine diagrams of circulatory system showing how blood travels through the body. Discuss the different parts of blood (red blood cells, white blood cells, platelets, plasma). By end of class narrow the focus to the different types of white blood cells and how they are different in structure and function.
Teacher Facilitation: The teacher begins the discussion by asking how bacteria move in the body and also how the body moves its resources to fight the source of an infection. Blood poisoning and necrotizing fasciitis are both good examples to start with. In the former blood is able to get to the site, but can also spread the infection. In the latter the infection kills the tissue and antibiotics carried by the blood cannot reach the infectious agents. The teacher can also ask about symptoms of diseases, such as sore throats, skin eruptions, production of mucus or pus, or enlarged lymph glands and relate these to how the body fights off infection. Drawing attention to the need to understand the components of the circulatory system the teacher provides a note to students on the system and diagrams that they can label. Provide diagrams of the different types of blood cells. Obtain a video that would clearly illustrate the circulatory system.
4.2.2 Student Activity: Students examine a prepared slide of human blood so they can identify the various components of blood. Students produce diagrams of various blood cells as well as answering questions on blood products. At end of the lab research notes are provided on the various white blood cells (granulocyte, neutrophil, eosinophil, basophil, monocyte, lymphocyte).
Teacher Facilitation: The teacher reviews workings of the microscope and how to focus the instrument. Review the expectations regarding the lab and what needs to be completed and submitted for evaluation (diagrams, answers to questions). The teacher arranges with librarian to have resource material for students so they can find out about the various parts of the blood.
4.2.3 Student Activity (optional): Students use a prepared list of questions to ask a lab technician at the local clinic/hospital during a field trip or as a guest speaker. Students may create additional questions with the teacher’s assistance. Students produce a one-page report. Some students may wish to consider this workplace for the culminating activity in Unit 6 and use this opportunity to gather needed information.
Teacher Facilitation: Arrange with local clinic/lab/hospital for a visit to the lab. This gives students an opportunity to observe a variety of techniques used in the hospital, tests completed at the hospital, and why they are done. Contact a person in the lab and with their assistance, prepare a question sheet. Prior contact with lab technician will provide an opportunity to explain the nature of the class and clarify expectations for the class visit. The teacher may assist interested students in obtaining needed information for the culminating activity in Unit 6.
4.2.4 Student Activity: Students participate in a class discussion about disease prevention, including the use of vaccinations. Students obtain information from their own immunization records or from a sample and make a list of the diseases addressed through vaccination systems. Students may also volunteer information about tests given to determine susceptibility to certain diseases, e.g., Tuberculin test, Schick test for diphtheria, German measles test, and add the information to their list.
Teacher Facilitation: The teacher initiates the discussion by asking about student experiences with vaccinations and immunization records in order to introduce the concept of disease prevention as it relates to the immune system. Situations in which immunization records are used (school registration, travel to other countries) should be introduced. Suggest various sources for obtaining personal information such as parents and their immunization card. The teacher discusses the aspects of tricking the immune system into recognizing a particular disease and how the body combats the disease, and how treatments are used to support the immune system.
Note: Be careful when dealing with this topic as it is personal and private. Some students or parents may be reluctant or unable to provide this information so respect their concerns.
4.2.5 Student Activity: Students participate in a discussion about diseases that affect the immune system and then complete a text or resource based activity in which they answer questions about a variety of immune system disorders.
Teacher Facilitation: The teacher begins the discussion by drawing attention to diseases which affect the immune system, including autoimmune disorders such as allergies, arthritis and lupus (which are a result of overactive immune function) as well as AIDS. The teacher then provides students with text or other resource references and questions to be answered.
|
Task |
Tool |
Category |
Learning Skill |
|
Diagrams and Chart |
Anecdotal Comments |
Knowledge |
Work habits |
|
One-page report |
Rubric (see Essential 9 Science Profile, Unit 5, p. 25) |
Inquiry |
Initiative |
|
Summary Chart |
Checklist |
Making Connections |
Initiative |
|
Quiz |
Marking scheme |
Knowledge |
Work habits |
· Provide reference materials with a variety of reading levels.
· Have students work in pairs or groups to answer the questions in 4.2.5.
· Construct or use models of different types of cells illustrating key features.
· Use paired reading.
Candido, Jack L., et al. Heath Science Connections 10. D.C. Heath Canada, 1988.
Caulderwood, Carol A., et al. Science Ideas and Applications (The Wiley Intermediate Science Program.) John Wiley, 1988. 414 pages
Scarrow, Hart R. Biology: Your Bodyworks. Globe/Modern (GMC), 1990.
Websites
Puget Sound Blood Center - www.psbc.org/ed/start.htm
University of Washington Health Science Center - http://cer.hs.washington.edu/John/start.htm
Lycos Health Information on WebMD - www.webmd.lycos.com
Time: 300 minutes
Students examine the various treatments available to combat disease. Students examine the connection between what is causing the disease and what can be used to treat it. Working in small groups, students examine health-related case studies and devise a treatment plan.
Strand(s): The
Immune System and Human Health
Specific
Expectations
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;
IS3.03 - analyse ways 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).
MO3.02 – describe some of the challenges of developing or modifying technologies to control or inhibit the reproduction and growth of micro-organisms (e.g., vaccines to fight viruses that are constantly mutating).
· Collect appropriate case studies (see Appendix 4C).
· Arrange for a visit from a Public Health Nurse or other appropriate health care professional.
· Read through Activity 4.4 and set up the appropriate experiments during this activity.
· Students should be aware of the differences among viruses, bacteria, and fungi.
4.3.1 Student Activity: Students brainstorm a list of treatments they have received in the past when they have been sick. They organize the list of illnesses according to treatment given (e.g., antibiotics, over the counter medication, no treatment). With assistance from the teacher, the link between treatment and cause of illness is made. Students record notes about how each treatment works in their notebook.
Teacher Facilitation: This activity may be done as a whole class activity or in small groups, depending on the amount of assistance needed by the students. Individual treatments could be written on sticky notes and grouped by illness. The teacher ensures that there is a clear understanding of the characteristics of bacterial, viral, and fungal infections, and how they differ. The teacher prepares and presents a brief summary of different treatment options including antibiotics, vaccinations, antiviral medications, homeopathic medicine, antifungal medication, antiseptics, and over-the-counter medications that alleviate symptoms (such as painkillers and antihistamines) and the importance of nutrition, using a graphic organizer. The intent is for students to have a brief overview of the variety of options available for treatment. The teacher provides specific examples of each medication for use in the treatment plan in Activity 4.3.2. The teacher also outlines some of the problems associated with overuse of antibiotics and development of resistant strains of bacteria.
4.3.2 Student Activity: Students examine a variety of case studies (see Appendix 4C) in small groups. Using their notes and prior knowledge, students discuss the possible cause and treatment for each case study. Each student writes up a treatment plan (See Appendix 4D) for one or more of the case studies.
Teacher Facilitation: The teacher organizes the students into teams and assigns the case studies. Some students may require assistance in developing the treatment plan.
|
Task |
Tool |
Categories |
Learning Skill |
|
Chart of illnesses |
Anecdotal Comments |
Knowledge/Understanding |
Organization Teamwork |
|
Treatment plan |
Marking scheme |
Making connections Knowledge/Understanding |
Works independently Teamwork |
· Ensure groups are heterogeneous.
· Provide opportunities for oral presentation of treatment plan.
Engel, June. The Complete Canadian Health Guide. Toronto: Key Porter Books, 1993.
Websites
Health Central at Sympatico - http://www.healthcentralsympatico.com
The Healing Well - http://www.healingwell.com
Med Help International - http://www.medhelp.org
Time: 180 minutes
Students perform laboratory activities investigating the effects of hand washing and mouthwash on the growth of micro-organisms, in order to understand how the spread of bacteria can be controlled.
Strand(s): The
Immune System and Human Health, Micro-organisms, Materials and Safety
Specific
Expectations
IS2.01 - carry out standard laboratory tests safely to identify substances related to the immune system (e.g., collect and culture different bacteria to measure the effectiveness of antibacterial agents);
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 ways 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);
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);
MS1.09 - describe routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin).
· Collect all supplies required for the activities well ahead of time.
· Prepare agar plates for bacterial growth.
· Consult with a biology specialist about safety procedures concerning this activity.
· Students should be familiar with experimental design.
4.4.1 Student Activity: Students carry out an investigation examining the effects of hand washing on the growth of micro-organisms on slices of potatoes. Students write a report about their findings, including answers to questions regarding cleanliness in the workplace and at home.
Teacher Facilitation: The teacher provides an appropriate activity (see Appendix 4B) and ensures that safe lab procedures are followed at all times. The students must not open the zipper bags at any time after the experiment begins. Be sure that any students with serious mould allergies are alerted and do not come into contact with the zipper bags. The teacher introduces the concept of cleanliness as one of the major improvements in public health over the last century and discusses connections to workplace health and safety. Any students who have worked in food-handling or health-care facilities will be able to describe the approaches taken there to maintain hygienic conditions.
4.4.2 Student Activity: Students carry out an investigation comparing the effects of different brands of mouthwash on bacterial growth. Students write a report about their findings.
Teacher Facilitation: The teacher provides an appropriate activity. Check in the resources for assistance in locating such an activity. The teacher must be aware of the safety concerns involved in using human bacteria incubated at human body temperature. It is recommended that commercial sources of bacteria be used instead. All agar plates should be autoclaved before disposal.
|
Task |
Tool |
Categories |
Learning Skill |
|
Lab reports |
Rubric (see Applied Science 9 Course Profile p. xii) |
Inquiry Communication |
Organization |
· Provide step-by-step instructions with visual cues.
· Provide samples of lab reports.
· Have students design their own experiment.
Bosak, Susan V. Science Is. Richmond Hill: Scholastic Canada Limited, 1991.
Yack, Douglas J., Philip G. DeSantis, Garnet J. Dobsky, Ronald E. Phillips, and Jean Bullard. Heath Biology Connections. Toronto: D.C. Heath Canada Ltd., 1990.
Wartski, Albert and Lynn Marie Wartski. Low Budget Biology. Hillsborough: Ski2 Educational Publishing.
Time: 300 minutes
This is the culminating activity for this unit. Students summarize their understanding of concepts presented in this unit by focusing on one practice designed to reduce the incidence of disease caused by micro-organisms and sharing their knowledge as part of a “public awareness campaign”.
Strand(s): The
Immune System and Human Health, Materials and Safety, Micro-organisms
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);
IS3.01 - explain how specific antibiotics and vaccines can be used to treat or prevent a disease (e.g., measles, rabies, tetanus. smallpox, tuberculosis); (This may be included depending on choice of topic)
IS3.03 - analyse ways 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);
MS1.09 - describe routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin);
MO1.05 - describe the nature and function of vaccines. (This may be included depending on choice of topic.)
· Well in advance of this activity, the teacher should determine when the Public Health Unit plans to visit the school for “booster shots” or hepatitis-B inoculations. It may be possible to direct the public awareness campaign towards a group of students in the school who will be receiving the shots.
· The teacher should collect samples of similar information brochures, posters, ads, etc. (i.e., Heart and Stroke Foundation, Public Health, Canadian Dental Association) to use as examples.
· Depending on research skills of the students, teachers may wish to pre-select and make available to students a collection of articles, brochures, and/or Internet sites, which contain the information that will be required for the activity.
· Ensure that enough computers with word processing capability are available, if students are likely to use them in the production of their campaign piece.
· There is a wide range of possibilities in this activity. Develop supports such as additional resources and a template for presentation of the information to help with accommodations. Consider extensions for some students to provide opportunities to complete more research on their own and be encouraged to display creativity in the presentation of the final product.
· A cafeteria worker from the school may be willing to describe safe food handling techniques and answer questions about job description, duties, educational requirements etc. for the ongoing study of the School as a Workplace.
· Concepts developed throughout this unit
4.5.1 Student Activity: Students research selected sources to find out about a specific method intended to reduce the incidence of a disease caused by micro-organisms. Possible topics include importance of hand washing, safe food handling techniques, home canning techniques, vaccinations, flu shots, etc. Students determine the name of the disease, the micro-organism(s) responsible, how the disease may be spread, the method of prevention, why the method works, and how human health has improved over time because of the development or improvement of the prevention method chosen. Students record their information in a suitable form (chart, log, prepared question/answer sheet, etc.) Students record information from guest speaker(s) as appropriate for their ongoing study of the School as a Workplace.
Teacher Facilitation: The teacher introduces the task by providing samples of items used in public awareness campaigns for health related issues (such as the importance of flossing to prevent gum disease, or stop-smoking campaigns) and discusses potential audiences. The teacher outlines the information expected, explains the rubric to be used to evaluate the final product and where possible relates the samples to the rubric. The teacher assists the students to choose a topic. The teacher may want the entire class to work on one topic as in the case of preparing the student body for the coming visit of the Public Health Unit, or may want each student to examine a different method of disease prevention. A visit from a cafeteria worker may be useful in obtaining information for the School as a Workplace project as well as the Job Description including ways that students’ health is protected. Consideration should be given to a student who is already in a workplace situation (e.g., restaurant, nursing home volunteer) where s/he may already be practicing disease prevention methods. This student may wish to prepare a presentation aimed at fellow employees or new employees at their place of work. The final product could be considered for inclusion in the portfolio for use in the culminating activity in Unit 6. The teacher provides suitable resources for student research and assists the students to find the required information if necessary.
4.5.2 Student Activity: Students design, produce, and present an item that could be used as part of a “public awareness campaign” to promote the use of their chosen technique(s). The final product may be a bulletin board display, poster, brochure, short radio or television “spot”, computer based audio-visual presentation, etc. The student includes the required information presented in the unit and obtained by research. Students determine a target audience (elementary or secondary school students, co-workers, general public, new parents, visitors to hospitals or nursing homes, etc.) and ensure that their product is suitable for their chosen audience. If the final product is related to the workplace, the student stores it in the portfolio for use in the culminating activity in Unit 6.
Teacher Facilitation: The teacher provides access to the facilities and materials (computers, bulletin board space, paper, scissors, glue, audio-visual equipment, etc. as appropriate) needed for the students to produce their final products. The teacher instructs the students in the use of various word-processing techniques (font selection, columns, borders, shading, etc.) as the need arises to improve the look of the final product. The teacher assists students to recognize communication and organization skill demonstrated in this activity for inclusion in the employability skills checklist as part of the culminating activity in Unit 6.
|
Task |
Tool |
Category |
Learning Skill |
|
Record of information found in research |
Rating scale |
Knowledge/Understanding, Inquiry |
Organization, Work Habits |
|
Public Awareness Campaign Item |
Rubric developed with students (see TSM in Applied Science 10 Course Profile |
Communication, Knowledge/Understanding, Making Connections |
Organization, Work Habits, Initiative |
· Provide chart with suitable headings for organization of information.
· Provide template for final product that can be completed by student.
· Assist student to identify required information from personal course notebook.
· Provide necessary information and allow student to extract it to organize it into template provided.
· Provide reference materials with a range of reading levels and encourage paired reading.
Health Central at Sympatico - http://www.healthcentralsympatico.com
The Healing Well - http://www.healingwell.com
Med Help International - http://www.medhelp.org
|
Some Disease Causing Micro-organisms |
||
|
Type |
Name |
Disease/Symptoms |
|
Bacteria (Cocci) |
Staphylococcus
pyrogenes |
Carbuncles, boils |
|
|
Neisseria
gonorrhoea |
Gonorrhea |
|
|
Neisseria
menigitidis |
Meningitis |
|
|
Diplococcus
pneumoniae |
Pneumonia |
|
|
Streptococcus
scarlatinae |
Scarlet fever |
|
|
Streptococcus
pyrogenes |
Strep throat |
|
Bacteria
(Bacilli) |
Clostridium
botulinum |
Botulism |
|
|
Corynebacterium
diptheriae |
Diptheria |
|
|
Yersinia pestis |
Plague |
|
|
Salmonella typhi |
Typhoid fever |
|
Bacteria
(Spirilla) |
Vibrio comma |
Cholera |
|
|
Treponemma
pallidum |
Syphilis |
|
Fungi |
Microsporum |
Ringworm,
Athlete’s foot |
|
|
Candida |
Thrush, Diaper
rash |
|
Viruses |
Epstein-barr virus |
Mononucleosis |
|
|
herpes simplex |
Cold sores |
|
|
herpes
varicella-zoster |
Chicken pox,
shingles |
|
|
papillomaravirus |
Warts |
|
|
adeonvirus |
Respiratory
infection |
|
|
HIV |
AIDS |
|
|
rubella virus |
German measles |
|
|
rubeola virus |
Red measles |
|
|
poliovirus |
Polio |
|
|
rhinovirus |
Common cold |
|
|
rabies virus |
Rabies |
|
|
Hepatitis a, b, c,
d, e |
Hepatitis |
|
|
Influenza a, b, c |
Influenza |
Purpose
The purpose of this activity is to investigate the effect of hand washing on microbe growth.
Material
· Potato slices (use a french fry cutter to obtain many samples that are the same size)
· Zipper bags
· Hand soap (a variety of types)
Method
1. Cut the potatoes into equal sized slices. Blanch the potatoes for one minute in boiling water, if desired, and allow them to cool.
2. Choose the variable you wish to investigate. For example, the effect of different types of soap, the effects of different temperatures of water, the effects of different lengths of hand washing time, etc. Label each bag with the appropriate conditions.
3. Place one potato slice in a zipper bag to act as the control.
4. Wash your hands using the plan you determined in step 2. Handle a potato slice after each treatment and place it in the appropriate zipper bag.
5. Place the zipper bags in a dark place for a few days and examine. Be sure to leave the zipper bags closed at all times. Record all of your observations.
6. What conclusions and recommendations can you make based on your experiment?
7. Dispose of unopened zipper bags.
The following are samples of case studies that may be used in this activity, followed by suggested answers:
(N.B. It is assumed that the specific bacteria, fungi, and viruses used in the case studies have already been used as examples in previous activities. If not, provide reference materials for the students.)
Case Study #1
A four-year-old female had a fever of 39.4 º C for two days, followed by an itchy, red rash all over her body. Although the rash was irritating, she was playing happily.
[The child has chicken pox, which is caused by a virus. No medical treatment is necessary. Encourage the child not to scratch, treat the symptoms if necessary, and watch for any complications. If another fever develops, seek medical attention.]
Case Study #2
A 24-year-old male complained of a sore throat, nasal congestion, and a low fever that had lasted for three days. A throat swab was negative for any bacterial growth.
[This is likely a cold, caused by a virus. No antibiotics are necessary. Advise the patient to get plenty of rest, drink fluids, and treat the symptoms if necessary with over the counter medications. Frequent hand washing and proper disposal of tissues will help prevent the spread of the virus.]
Case Study #3
An 18-month-old male woke in the middle of the night crying and pulling at his ears. He had a fever of 39 º C and was vomiting. An examination of the ear revealed fluid in the middle ear.
[The child has an ear infection, likely caused by bacteria. Antibiotics may be appropriate. If given, the entire treatment must be taken, even if the child feels better.]
Case Study #4
A 16-year-old female reported a severe headache, fever and a stiff neck. A spinal tap showed that the spinal fluid contained meningococci bacteria.
[The patient has bacterial meningitis. It should be treated with antibiotics. This is a very contagious disease. People who have been in close contact to the patient should be monitored for the disease. The patient’s school and workplace should be informed of her condition.]
Case Study #5
An 8-year-old female woke up with an itchy, red eye with the eyelids stuck together.
[The patient has pink eye (conjunctivitis). The doctor should determine if the pink eye is caused by bacteria or a virus. Bacterial pink eye can be treated with antibiotics. The child must not go to school until the infection clears up. Anyone touching the eye must wash their hands thoroughly after contact. Do not allow the child to share towels or wash cloths with anyone.]
Case Study #6
An 18-year-old male had a fever of 39.5 º C and a painful, red sore throat. An examination showed that his neck glands were swollen and a throat swab showed the presence of streptococci bacteria.
[This is strep throat, caused by bacteria, and should be treated with an antibiotic. Finish the entire dose of the antibiotic, even if symptoms disappear after a few days.]
Case Study #7
A 3-month-old baby boy had severe diaper rash that was very red and would not go away.
[This is candida (yeast) diaper rash and should be treated with an antifungal medication.]
Case Study #8
A 19-year-old female had a high fever, chills, muscle and joint aches, and a dry cough. These symptoms had not improved for three days.
[This is influenza. Since it is a virus, antibiotics are not helpful. Some antiviral medications may be appropriate. The patient should get plenty of rest, drink lots of fluids and treat the symptoms if necessary. The patient should avoid contact with people, such as the elderly or infants, who are more susceptible to the flu and its complications.]
Case Study #9
A 24-year-old female had a wart on the bottom of her foot, which caused pain when she walked.
[This is a plantar wart. Over the counter medications or treatment with liquid nitrogen may be necessary. This person should avoid walking in public places in her bare feet, since the virus that causes this is contagious]
Case Study #10
A 17-year-old male had a sore throat and fever. An examination showed that his tonsils were swollen and red with white spots. A throat swab confirmed the presence of bacteria.
[This is tonsillitis, caused by bacteria. Antibiotics should be given, and the whole course completed, even if symptoms disappear within a few days. Repeated infections may be treated by the surgical removal of the tonsils.]
After reading and discussing the case study, answer the following questions.
I. What are the main symptoms of the disease?
II. What are the results of any lab tests?
III. What additional information, if any, do require about the patient?
IV. What is the cause of the problem? Classify the cause as bacterial, fungal or viral.
V. What treatment do you recommend for this patient?
VI. What other advice would you give to this patient?
Task: Your task is to create a public awareness campaign
about a health related issue.
Step 1: Choose the issue for your public awareness campaign.
Some suggested topics:
· the importance of proper hand-washing
· the importance of proper food preservation and storage
· the flu shot
· vaccinations (general or a specific vaccination)
· antibiotic use and misuse
· a topic of your choice (with teacher permission)
Step 2: Choose the intended audience for your presentation.
Some suggested audiences:
· new employees at your work place
· students at an elementary school
· students at a high school
· parents of school-age children
· new parents
· the general public
· other science students
· health care workers
· an audience of your choice (with teacher permission)
Step 3: Choose the format you wish to use for your campaign.
Some suggested formats:
· pamphlet
· poster
· bulletin board display
· a series of radio ads
· TV commercial
· computer slide show
· a format of your choice (with teacher permission)
Step 4: Research the information you require for your
campaign.
Step 5: Create your campaign.