Course Profile Science (SNC4M), Grade 12, University/College Preparation, Catholic
Unit 1: Pathogens and Disease
Time: 20 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
Unit Description
This unit uses a problem-based learning approach to introduce students to the study of pathogens and disease. A problem-based approach encourages students to become self-directed learners. They acquire knowledge through team participation and individual research. This approach is used to maximize motivation in the students and to set a model that can be used other units in the course. Students continue to learn more about their own body as a continuation of the Body Input and Body Function unit in the SNC3M course. They investigate pathogens, the diseases they cause, human responses to them, and the means and technologies developed to control them. Students compile Pathogen Profiles on various types of pathogens. Through laboratory investigations, students identify the characteristics of bacteria, the effects of antiseptics on bacterial growth, and the role of sterile techniques in processes such as pasteurization. Students study the modes of transmission of diseases and discuss the various agencies involved in controlling the spread of diseases both globally and locally. The unit includes a culminating task based on the problem-based learning approach, where students in Research Teams become experts on a particular pathogen. Each team presents a report to the class during a Disease Forum. By reading and reflecting on the Lazarus story from the Bible, students are encouraged to see how Jesus is still a model for us today. Students are invited to reflect on the way Jesus healed the sick without discrimination, and whether our scientifically and technologically advanced society does the same. They are then challenged to view social justice issues relating to the spread and control of diseases from a non-North American perspective.
This unit involves many lab activities and allows the teacher to set the standards for lab performance and report writing that will be used throughout the course. This course involves the use of higher-level thinking skills that the students may require help developing. The approach suggested allows students the opportunity to identify, practise, and refine these skills. For example, throughout this unit students are introduced to the skills involved in critiquing articles or other forms of media. Students have numerous opportunities to communicate their ideas and make connections between scientific concepts, technological applications, and real-world events, such as the spread of specific diseases, the need for the use of aseptic techniques in food preparation, and the results of the misuse of antibiotics in controlling infections.
Students are introduced to the Student Journal. This journal is used as a place to organize their Pathogen Profiles, scrapbook materials (articles, readings), and research for the unit’s culminating activity. It also serves as a place for students to record their reflections. Quizzes or other paper-and-pencil tasks are used to provide the teacher with an ongoing assessment of the students’ learning. Group work is included in each activity. Students are encouraged to develop skills in communication, cooperation, and listening through group work, problem-based activities, jigsaw activities, class discussions, group research projects, and peer editing of lab reports.
The structure of the groups from one lesson to the next may vary, e.g., by interest, or be consistent; the approach taken should meet the individual needs of the class. Although students work in groups teachers are reminded that it is the individual students’ work that is used for the final assessment. Students are encouraged to participate in peer reviews (lab reports and projects), class time should be given for students to receive feedback from their peers when this is done.
The first activity introduces the connection between pathogens and disease introducing the problem-based learning approach. The Lazarus story is used to discuss how past societies have viewed disease, and students are encouraged to follow Jesus’ teachings in accepting individuals. The culminating task and the use of the Student Journal are introduced. Appendix 2 describes the way the Student Journal could be organized and used in this unit.
In the second activity the characteristics and lifestyles of pathogens are introduced through the discussion of familiar diseases. A video provides students with additional information on pathogens. By participating in a jigsaw activity students explore the modes of transmission of diseases.
In Activity 3, students develop an awareness of the widespread commercial use of antiseptics and conduct a laboratory investigation into antiseptics’ effects on bacterial growth. Beginning with the Pathogen Profiles already completed, students learn more about the mechanisms humans have for controlling pathogens, specifically the human immune system. Through class discussions, story and article reviews, and a scavenger hunt students investigate various drug therapies. Students reflect on the impact of overusing and misusing antibiotics on society.
In Activity 4, students discuss the many ways food contamination can occur and the technological advances and agencies that control it. Students create a Then and Now Timeline on a specific technological advancement used in food preparation and preservation. Students practise proper sterile techniques in a lab activity where they investigate the effect of pasteurization on pathogenesis. A respect for cultural differences is encouraged through class discussion on how various cultures and countries control the spread of pathogens in foods.
Activity 5 is the culminating task for this unit. Students participate in a Disease Forum where they present information on a specific pathogen and the disease it produces as research epidemiologists. Students discuss and reflect on the present and future implications of strategies used to control diseases caused by the pathogens that have been presented. A video is used to highlight the inequalities that exist in our world and to raise student awareness about the implications of these inequalities on the spread and control of disease. Students are encouraged to reflect on the way Jesus healed the sick yet without discrimination and whether our scientifically and technologically advanced society does the same.
|
Activity/Time |
Learning
Expectations |
Assessment
Categories |
Tasks |
|
1. 3 hours |
PDV.01, PD1.01 |
Communication |
- students investigate a pathogen and disease using a
problem-based learning approach |
|
2. 2.1 Characteristics of Pathogens and their Reproductive Cycles 2.2 Those Sneaky Things 3 hours |
PDV.01, .02, PD1.02, 1.03, PD2.02, PD3.01 |
Knowledge/ Understanding Inquiry Communication |
- students create a summary chart on the types of
pathogens |
|
3. 3.1 Investigating the Effects of Antiseptics 3.2 Controlling Pathogens 4 hours |
PDV.02, PD1.04, 1.05, 1.06, PD2.01, 2.03, 2.04, PD3.02,
3.04 |
Inquiry Communication Making Connections Knowledge/ Understanding |
- students perform a lab activity on the effects of
antiseptics on bacterial growth |
|
4. Stop that Growth! 4.1 Food Safety 4.2 Food Preservation Technologies 4 hours |
PDV.03, PD2.05, PD3.01, 3.03, 3.04, 3.05 |
Knowledge/ Understanding Inquiry Communication Making Connections |
- students create a Then and Now Timeline on a
technological advancement in food preparation and preservation |
|
5. Epidemiologists in Action! 6 hours |
PDV.01, .02, .03, PD3.01, 3.05 |
Communication Making Connections Knowledge/ Understanding |
- students research a case study on a disease |
Time: 3 hours
Using a problem-based learning approach, students are introduced to pathogens and disease. Students use Lazarus’ story to discuss how society, both past and present, reacts to disease. The Culminating Task for the unit is introduced, along with the Student Journal, which is used as an organizational tool throughout the course.
Ontario Catholic School Graduate Expectations
CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others.
Strand(s): Pathogens
and Disease
Overall Expectations
PDV.01 - demonstrate an understanding of micro-organisms, their biological effects, the diseases they cause, and the metabolic and environmental barriers to the spread of disease.
Specific Expectations
PD1.01 - define, with examples when appropriate, such terms as: micro-organism, pathogen, parasite, disease, epidemiology, pathogenesis, vector.
Scientific Investigation Skills
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;
SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes using data tables and laboratory reports.
·
Make copies of
Appendix 1: What’s Happening? and Appendix 3: Pathogen Profile for each
student. Alternatively, Appendix 3 could be made available for the students
electronically, e.g., on a class/school web site, since students will be using
it as a template for future activities.
·
Book the
library/resource centre or computers for research of scenario.
·
The Student
Journal is introduced in this activity and students are encouraged to use it
throughout the unit and then throughout the course. Refer to Appendix 2 for a
detailed description of the Student Journal.
·
Have chart paper
and Bibles available for the students.
·
Read and prepare
copies of the Culminating Task, as described in the Activity 5 Planning Notes
(Appendices 5 and 6). It is recommended that the Culminating Task be introduced
and explained after completing the “What’s Happening?” activity. Students
should form their Research Teams, brainstorm the problem, and propose an Action
Plan for the teacher’s approval.
Grade 9 Applied or Academic Science – Biology
The teacher:
·
introduces
problem-based learning by outlining its purpose and the steps involved.
·
presents the
class with a scenario and leads the class through a sample problem-based
learning activity. Whenever possible, the teacher should encourage students to
justify their responses, e.g., choice of questions/subtopics to be researched,
in their role as facilitator (Refer to Appendix 1). After the web diagram has
been made, the class can be divided into smaller groups. Instruct students to
discuss their present knowledge, opinions, and viewpoints on each of the questions/subtopics
identified in the web diagram. Chart paper could be used to record their ideas.
Each group shares its ideas with the class.
·
allows class time
to research the scenario and assists students when needed.
·
leads the class
in a discussion of their findings to reach a consensus on the identity of the
pathogen. For the pathogen discussed, students begin a Pathogen Profile (refer
to Appendix 3). The teacher instructs students to complete the Profile as
relevant information is introduced in the unit, e.g., the reproductive cycles
are discussed in Activity 2.1.
·
outlines the
Student Journal (refer to Appendix 2). The teacher provides and encourages
students to participate in feedback with the class on the problem solving
process. The teacher instructs students to reflect in Section A of their
Journals on their contributions to the group and the skills they need to
improve to ensure success in any similar future activities.
·
instructs
students to read the Lazarus’ story in the Bible. In this story, Lazarus suffers
from a pathogen similar to that researched in the scenario. The teacher leads a
discussion on how Jesus and society dealt with this disease thousands of years
ago. The teacher invites students to discuss and reflect on this passage in
their Student Journal, Section A, using the following as possible questions. It
is suggested that the students compare their own response to the individual
(John) in the scenario to the response of Lazarus’ peers.
· Who was Lazarus?
· How did Jesus respond to him?
· Who in today’s society is Lazarus (individuals or groups of people)?
· How are they treated by society?
· How would Jesus want us to react to them?
The teacher:
·
introduces the
Culminating Task, in which students are provided with scenarios of diseases to
research following the problem-based learning approach modelled above. The
teacher allows students time to read, form Research Teams, discuss the
scenarios provided, and propose an Action Plan (refer to Activity 5, Appendices
5 and 6).
Students:
·
read the handout
“What’s Happening?”, discuss it, and contribute to the creation of a web
diagram for the scenario (PD1.01).
·
discuss in small
groups the questions that arose from the scenario and summarize individuals’
knowledge of views and opinions on the questions (subtopics) listed in the web
diagram. Groups record their ideas on chart paper and present them to the
class.
·
follow the
outline given in Appendix 1 to solve the problem presented.
·
begin a Pathogen
Profile for the pathogen discussed and researched. Note that any sections that
are not completed at this time will be done during later activities within the
unit.
·
reflect in their
journals on the problem solving process used in this activity.
·
read and discuss
the Lazarus story. Students reflect on this story and on the scenario
researched in Section A of their Student Journal.
·
become informed
about the Culminating Task for this unit. Students read the scenarios given,
form interest groups (Research Teams), and begin their task by brainstorming on
the problem presented. Each group creates a web diagram for their scenario and
proposes a Plan of Action. These items are included in Section C of the Student
Journal.
· Teacher assessment of Web diagram.
·
Students with
physical and/or learning disabilities are encouraged to use the computer for
their Student Journal, and those with visual impairments could have the
scenarios read to them.
·
Enrichment
activities could include finding other Biblical passages that deal with
illness. Students could research an illness that no longer affects our society
but is still prevalent in other countries, and identify the factors that have
removed the disease from our society.
The New American Catholic Bible. Wichita, Kansas: Catholic Bible Publications, 1992.
Galbraith,
Don, et al. Understanding Biology. Toronto: J. Wiley & Sons,
1989. ISBN 0-471-79654-9
Internet
Discover
Magazine – www.discover.com
“Vital Signs: Numbness of the Arm: – http://discover.com/feb_02/featvital.html
“Blindsided by Tetanus” – www.discover.com/jan_00/feattetanus.html
“Mystery Rash” – www.discover.com/oct_01/featvital.html
“Fast Track to Trouble” – www.discover.com/june_01/featvital.html
“The Chameleon Disease” – www.discover.com/mar_01/featvital.html
“Just a Fluke?” – www.discover.com/apr_01/featvital.html
All the Virology on the WWW – www.tulane.edu/~dmsander/garryfavweb.html
The World Health Organization – www.who.int/home-page/
Health Headquarters – www.accessexcellence.org/HHQ/
Online Interactive Tutorials of Diseases – www.micro.msb.le.ac.uk/Tutorials/Tutorials.html
Canada’s Role in Fighting Tuberculosis – www.lung.ca/tb/
History of Diseases – www.mic.ki.se/HistDis.html
American Museum of Natural History – The World of
Infectious Diseases
– www.amnh.org/exhibitions/epidemic/
Problem-based learning – http://www.mcli.dist.maricopa.edu/pbl/info.html
Appendix 1
|
John
comes into the office concerned about rashes on his arm and face. Eight years
ago, he moved to Canada from a tropical country to study biology. After
conducting a routine physical examination, you notice a growth on his arm. He
tells you that his arm and face get itchy and often become numb. You decided
to take a biopsy of a growth on his left elbow. The biopsy report identifies
the pathogen. As required, you notify the Health Department of the case and
discuss the disease with John. You suggest that he contact anyone he has had
close contact with since his symptoms began and insist that they get tested
for the pathogen. There are no vaccines against this pathogen and it is
spread by respiratory droplets. You stress the importance of immediate
action, as the pathogen can easily spread beneath the skin and attack the
peripheral nerves of the extremities, causing permanent damage and even
arthritis. In some advanced cases, people may lose fingers and toes because
the numbness puts them at risk for burns and injuries. John’s full
cooperation with his treatment has allowed an effective and rapid recovery. |
1. Read the scenario provided.
2. Identify the most relevant and significant topics/information/issues presented in the scenario.
3. As a class, or in small groups, discuss the scenario and create a web diagram that identifies all the questions/subtopics you have about the situation described (the pathogen and the disease).
4. Write a summary of your present knowledge, opinions, and viewpoints on each question you identified in your web diagram.
5. Add questions about the issue to which you have no answers, but think should be addressed.
6. Discuss where you think you will find the needed information to answer each question.
7. Divide the questions/subtopics among the students in the class. Students researching the same question/subtopic work co-operatively and compile a brief point-form report. When using the Internet, be sure that your sites are appropriate, and include a complete Works Cited list with your work.
8. One member of each group presents their findings to the class. Using all the information collected, the pathogen is identified.
Teacher’s Note:
·
For this unit of
study the subtopics/questions should include the following:
·
the name of the
pathogen and the disease it causes
·
characteristics
and reproductive cycles of the pathogen
·
mode of
transmission
·
human immune
response
·
drug therapies
·
ways to protect
oneself
Answer to Scenario: The disease is Leprosy, caused
by Mycobacterium leprae.
Appendix 2
The Student Journal is
a tool for reflection, analysis, and research that is introduced in this unit,
but could also be used throughout the course. The Student Journal should be a
binder or folder that allows students to insert items on a regular basis. It
should be divided into four sections: Section A (Reflections),
Section B (Scrapbook), Section C (Culminating Task), and Section D (Pathogen
Profiles).
Section A, Reflections, provides students with the opportunity to reflect on issues in both a scientific and ethical manner. The topic of Pathogens and Disease provides many occasions for such reflection and gives an excellent chance to raise student awareness of various issues. Some issues include the current state and distribution of health care and resources, the unique ability of humans to harm and to help (specifically in their capacity both to control and to accelerate the spread of disease), and society’s perception of and reaction to disease, using Jesus as a role model of acceptance and compassion. Students are encouraged to look back to their earlier entries and consider how the information researched and presented has changed their views and attitudes.
Section B, Scrapbook, develops student’s analytical and critical thinking skills. Students add to their scrapbook various articles and other samples of media that deal with pathogens and disease, and critique articles and media samples.
In Section C, Culminating Task, students are asked to include all background work and research used to solve the problem scenario of their Culminating Task, with proper referencing where appropriate. Each student in the research group is responsible for investigating a different aspect of their chosen scenario, and therefore, their research should reflect that aspect. In addition to their research, they must include a summary of their research (a report) that demonstrates their knowledge.
Section D, Pathogen Profiles. At the end of this unit, students will have at least five different Pathogen Profiles representing different types of pathogens with different modes of transmission. The first profile (on leprosy) is researched and completed as a class in Activity 1. A second profile on a different disease is researched and completed as part of their Culminating Task. During the Disease Forum, as students from each research group share their scenario and solution with the class, further profiles are completed. Thus, students are required to complete a Pathogen Profile for each of the pathogens and diseases presented. This activity provides them with a collection of information about pathogens and their associated diseases, reflecting the topics covered throughout the unit.
Profile Card # ______
Name of pathogen: __________________________
Name of disease: __________________________
|
Characteristics of Pathogen: |
|
Reproductive Cycle of Pathogen (Diagram): |
|
Mode of Transmission: |
|
Human Immune Response: |
|
Available Drug Therapies: |
|
Methods to Prevent/Protect Against Disease: |
|
Source of Information (Internet address, bibliographic information): |
Time: 3 hours
Students are introduced to the characteristics of pathogens through a video, examples of pathogenic outbreaks, and class discussions. Through an informal jigsaw activity, students gain knowledge on modes of pathogenic transmission. Students reflect on the impact of the rapid spread of disease on society/ populations and the importance of preventing the spread of diseases.
Ontario Catholic School Graduate Expectations
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE5a - works effectively as an interdependent team member;
CGE7b - accepts accountability for one’s own actions;
CGE7e - witnesses Catholic social teachings by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society.
Strand(s): Pathogens and Disease
Overall Expectations
PDV.01 - demonstrate an understanding of micro-organisms, their biological effects, the diseases they cause, and the metabolic and environmental barriers to the spread of disease;
PDV.02 - investigate the nature and growth of representative pathogens, the response of the immune system to them, and the effect on them of various drug therapies and sterilization techniques, using appropriate laboratory procedures and equipment safely and accurately, and gathering and integrating information from print and electronic sources.
Specific Expectations
PD1.02 - describe the characteristics and reproductive cycles of representative pathogens;
PD1.03 - describe the modes of transmission of diseases, including those that are insect-borne, airborne, water-borne, sexually transmitted, and food-borne;
PD2.02 - present a comparative analysis, based on their own research, of the various modes of transmission of pathogens;
PD3.01 - describe some of the means used by agencies and governments to control the spread of disease, both locally and globally.
Scientific Investigation Skills
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams.
Grade 9 Applied or Academic Science – Biology
·
Gather pictures
that illustrate bacterial, viral, and parasitic life cycles.
·
Preview videos
about the life cycles of micro-organisms (see Resources).
·
Book the
library/resource centre or computers for student research. Compile a list of
useful websites to assist student research (see Resources).
·
Prepare a
checklist to assess comparative analyses of the different modes of pathogenic
transmission.
·
Prepare a graphic
organizer for students to record the agencies and governments involved in
controlling the spread of disease. Students use the organizer again in Activity
4.1 (agencies involved in controlling the spread of disease in foods).
·
Prepare a
pencil-and-paper task (quiz) on the characteristics of pathogens, their
reproductive cycles, and the modes of transmission of diseases.
The teacher:
·
summarizes
characteristics about the three main pathogens (bacteria, viruses, and
parasites) in chart form. Possible characteristics include:
unicellular/multicellular, size, cellular composition, life cycle (PD1.02).
·
uses a video to
introduce the pathway by which pathogens cause disease (See Resources).
·
instructs the
students to make notes during the video.
·
introduces the
reproductive cycles of pathogens and emphasizes their role in causing disease
using real-life examples. For example, the teacher describes the life cycle of
bacteria using the following scenario: “You wake up in the morning and feel
fine, but by noon, your throat feels swollen and sore. What has happened?” This
leads into a discussion about the rapid rate of reproduction of bacteria
through the simple, asexual method of binary fission, and the teacher proceeds
to describe the process of binary fission. The teacher follows the above format
to describe the life cycles of viruses – both lytic (influenza) and lysogenic
(HIV) – and parasites (malaria). (PD1.02)
·
instructs
students to summarize the life cycles of the different pathogens in their
notes. Note: Students should be instructed to complete this section on the
Pathogen Profile 1 begun in Activity 1.
·
instructs
students to reflect in Section A of their Journal on the impact of the rapid
spread of disease on populations/societies.
Students:
·
produce a summary
chart about the characteristics of representative pathogens that cause disease.
·
watch and make
notes from a video.
·
summarize the
life cycles of the different pathogens in their notes. If not already
completed, students are instructed to complete the life cycle section on the
Pathogen Profile begun in Activity 1.
·
reflect in
Section A of their Journal.
The teacher:
·
introduces the
modes of transmission of pathogens by describing an example of a pathogenic
outbreak, e.g., E. coli, tuberculosis, HIV, pneumonia (see Resources).
The teacher discusses the example with the students by asking questions such
as: What happened? What was the cause of the outbreak? Why do you think so many
people were affected?
·
brainstorms with
the class to identify the various modes of disease transmission.
·
divides students
into five groups for an informal jigsaw activity about the modes of pathogenic
transmission, and assigns each group one of the five modes of transmission:
insect, water, air, food, and sexual. The teacher instructs students to conduct
research on their topic, summarizing the information in point form, including
the pathway of infection for their assigned pathogen, characteristics of its
transmission, and examples of diseases transmitted in this way. Each member of
the “expert group” presents the information to a different group of students
(PD1.03). Note: If the Internet is used for research, students should be
advised of the ethical use of the Internet.
·
instructs
students to create a comparative analysis of the five modes of transmission in
chart form using the information from the presentations (PD2.02, SIS.05,
SIS.06).
·
monitors small
group presentations.
·
collects and
assesses the comparative analyses.
·
introduces the
identity of and means by which agencies and governments attempt to control the
spread of disease and provides students with a graphic organizer to record the
agencies discussed (PD3.01). (Note: Agencies involved in controlling the
spread of disease in foods will be discussed further in Activity 4).
·
instructs
students to reflect in section A of their Journal, on the importance of
preventing the transmission of pathogens, e.g., STDs.
·
distributes a
paper-and-pencil task (quiz).
Students:
·
participate in
the discussion about an example of a pathogenic outbreak.
·
divide the topics
to be investigated among their group members. Students are responsible for
investigating one aspect of a specific mode of transmission and sharing their
information with their group members.
·
prepare a
point-form summary that describes the assigned mode of transmission.
·
individually,
present their summary within small groups (PD1.03).
·
compare and
analyse the five modes of pathogenic transmission using the information from
the group, and submit for assessment (PD2.02).
·
using the graphic
organizer provided, identify the agencies involved in protecting the public
from the spread of disease (PD3.01).
·
reflect in
Section A of their Journals about strategies to prevent the transmission of
pathogens and the role that agencies and governments have to protect the
public.
·
write a
paper-and-pencil task (quiz).
·
Comparative chart
on the modes of pathogenic transmission is assessed for
Knowledge/Understanding, Inquiry and Communication using a marking scheme
(PD2.02).
·
The
paper-and-pencil task (quiz) on the characteristics of pathogens, their
reproductive cycles, and the modes of transmission of diseases assesses
Knowledge/Understanding using a marking scheme (PD1.02, 1.03).
·
Enrichment
activities could include having students produce a pamphlet, community
newsletter, or commercial on how to reduce/stop the transmission of pathogens.
Print
Galbraith, Don, et al. Understanding Biology. Toronto: J. Wiley & Sons, 1989. ISBN 0-471-79654-9
Challenge and A Responsibility, AIDS A Catholic Educational Approach to HIV. Toronto: OCCB, 1999.
Internet
Online Biology Book – www.gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookTOC.html
Big Picture Book of Viruses – www.virology.net/Big_Virology/BVHomePage.html
Science Photo Library – www.sciencephoto.com/index.html
Microbiology Web Sites – http://science.nhmccd.edu/biol/microbio.html
Mednets – www.mednets.com
Video
Viruses. International Video Network. 1995. ISBN 1-563-45474-2
Infectious Diseases: Great Minds of Medicine Series. New York. 1997. ISBN 1-575-23139-5
Bacteria. Teacher’s Video Company, Scottsdale, Arizona. www.teachersvideo.com
Bacteria and Viruses. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH1796
Deadly Parasites. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH7918
Bacteria. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH6115
The Emerging Viruses. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH7467
E.Coli: Case of the Mysterious Microbe - Films for the Humanities and Sciences. Fort Erie, Ontario. ECH7945
Time: 4 hours
Students develop an awareness of the widespread commercial use of antiseptics and conduct a laboratory investigation into their effects on bacterial growth. Beginning with the Pathogen Profiles already completed, students learn more about the mechanisms humans have for controlling pathogens, specifically the human immune system. Through class discussions, a story, article reviews, and a scavenger hunt of resources, students investigate various drug therapies. Students reflect on the impact of overusing and misusing antibiotics on society.
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands, and uses written materials effectively;
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
CGE 5a - works effectively as an interdependent team member.
Strand(s): Pathogens and Disease
Overall Expectations
PDV.02 - investigate the nature and growth of representative pathogens, the immune system response to them, and the effect on pathogens of various drug therapies and sterilization techniques, using appropriate laboratory procedures and equipment safely and accurately, and gathering and integrating information from print and electronic sources.
Specific Expectations
PD1.04 - describe and explain the immune response of the body as a natural defense against infection;
PD1.05 - describe the use of vaccines, antibiotics, antiseptics, and other drug therapies in the control of pathogenesis;
PD1.06 - describe non-medicinal ways to protect oneself from contracting pathogenic diseases;
PD2.01 - investigate experimentally, using aseptic techniques, the characteristics and growth of non-pathogenic bacteria;
PD2.03 - research and report on the nature of the immune response in the human body;
PD2.04 - identify, through laboratory investigation, the effects of various drug therapies on pathogenesis;
PD3.02 - evaluate the impact on individuals and on society of the misuse of antibiotics in the control of infection;
PD3.04 - describe aseptic techniques used in the workplace and explain their importance.
Scientific Investigation Skills
SIS.01 - demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials;
SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;
SIS.03 - demonstrate the skills required to plan and carry out investigations using laboratory equipment safely, effectively, and accurately;
SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;
SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes using data tables and laboratory reports.
·
Book
library/resource centre or computers.
·
If possible,
invite a public health nurse or other health care personnel to visit the class
to speak about the control and treatment of pathogenic diseases. Many pamphlets
and booklets are available. Check with your local/regional health care unit or
local pharmacy. When discussing vaccines, be sensitive to students who have not
been vaccinated.
·
Make available
the story of Edward Jenner (see Resources). Prepare a question sheet to
accompany the article. Possible questions include:
· Describe the variolation process.
· Do you think that Jenner’s experiments were ethical? Explain your opinion.
· What effects do disease-causing organisms have on the body?
· What are vaccines and how do they work?
· Describe the different methods in which vaccines are made.
· Explain why vaccines are important.
·
Prepare guidelines
and assessment for article critique, e.g., marking scheme.
·
Collect and
prepare materials as per lab procedure (see Resources, Calderwood and
Campbell).
·
SAFETY
WARNING: Students must not collect bacterial samples. This can be very
dangerous because they can collect pathogenic strains. Use only non-pathogenic
bacteria (e.g., Bacillus subtilis) available from a biological supplier.
Follow board policy procedure for bacterial disposal.
·
It is suggested
that students obtain a variety of antiseptic agents to be used in the
investigation, Effects of Antiseptics. In addition, teachers may choose to have
some antiseptic agents on hand for students to use.
·
Create a
checklist to assess students’ inquiry skills during the investigation.
·
Prepare a rubric
or marking scheme to assess students’ lab reports.
·
Prepare an
outline for the chart for the scavenger hunt activity.
·
Prepare a quiz on
the methods used to control pathogenesis.
·
Grade 9 Science,
Applied or Academic – Biology
The teacher:
·
brainstorms with
the class the meaning of the term antiseptic, and instructs students to gather
and analyse magazine advertisements and/or product labels advertising
antiseptics. It is suggested that students look up products appropriate for the
following laboratory investigation, and thus, discover experimentally whether
they do control the growth and/or reproduction of a specific pathogen.
·
introduces to
students the laboratory investigation, Effects of Antiseptics, in which they
test the effectiveness of different antiseptics (provided by students) in
controlling bacterial growth
(PDV.02, PD2.04).
·
demonstrates and
instructs students to practise aseptic techniques and the proper methods of
inoculation, sterilization, and streaking, and emphasizes the importance of
safety when working with the bacterial culture (PD1.06, PD2.01).
·
SAFETY
WARNING: Use only non-pathogenic bacteria, clean all work areas before and
after use, and wash hands thoroughly before and after conducting the
experiment. Discuss with students the proper disposal of plates following board
outline.
·
assists students
with the laboratory investigation and instructs students to describe in their
discussion why and where aseptic techniques are used in the workplace.
·
assesses student
inquiry skills using a checklist (SIS.01, SIS.03).
·
instructs
students to exchange their reports for peer editing, make the corrections
suggested, and then submit for assessment.
Students:
·
gather magazine
advertisements and/or product labels that promote antiseptic properties,
analyse them, and include them in Section B of their Student Journal. Students
compare and contrast the ads. What type of products are they? And the labels
(What common chemicals do they have?) What do these products promise?
·
read lab
procedures and bring to class a variety of appropriate antiseptic products (if
appropriate, use the products analysed earlier) for the laboratory
investigation.
·
practise proper
aseptic techniques with caution while performing the laboratory investigation.
Follow instructions on the disposal of the plates when the lab is completed
(PD2.01).
·
complete a
laboratory report, participate in peer editing, make necessary corrections, and
submit a final report for assessment.
The teacher:
·
refers students
to the previously completed Pathogen Profile from Activity 1, the Culminating
Task scenario, and any other scenarios and case studies discussed in class, and
asks students to make a list of the specific defence mechanisms described in
each.
·
with the class,
organizes the list into categories and discusses these and other mechanisms not
listed but used by the body to defend itself. Instruct students to create a
graphic organizer, e.g., concept map, of this information.
·
initiates a
discussion on medical and non-medical ways to protect oneself from pathogens by
using the following question: “What can you do to prevent getting sick?”
·
distributes and
discusses with the class the story of Edward Jenner and a matching question
sheet (see Resources).
· instructs the students, with a partner or individually, to embark on
a scavenger hunt of resources to help them to identify, define, describe the
use of, and give examples of various drug therapies that are used to control
pathogenesis, and to record the information in a chart in their notebooks.
(PD1.05)
Note: If the Internet is used, students should be advised of the ethical
use of the Internet.
·
instructs
students to locate and critique a journal article describing the use and/or
overuse of drug therapies, and add this to Section B of their Journal (PD3.02).
·
organizes the
class into small groups to discuss the article reviews and the impact that the
misuse of antibiotics can have on individuals and on society.
·
instructs
students to reflect in Section A of their Journal on their views and concerns
about when and what will happen when antibiotics, vaccines and other drug
therapies no longer work.
·
assesses
students’ knowledge of the methods used to control pathogenesis with a
paper-and-pencil task, e.g., quiz.
Students:
·
refer back to the
Pathogen Profiles and previously introduced scenarios and produce a list of the
body’s specific defense mechanisms.
·
summarize the
body’s natural responses to pathogens in a concept map (PD1.04).
·
brainstorm the
various ways to protect themselves from contracting a pathogenic disease.
·
read and answer
questions on the story of Edward Jenner (PD1.05).
·
take part in a
research scavenger hunt to identify various drug therapies used to control
pathogenesis, along with their definitions, uses, and examples. Students
summarize their research in a chart (PD1.05).
·
locate an article
which discusses the use and misuse of antibiotics, critique the article in
Section B of their Journal (PD3.02).
·
share their
article reviews and their views in small groups.
·
reflect in their
Journal on the impact that the misuse of antibiotics can have on individuals
and society (PD3.02).
·
complete a
paper-and-pencil task on the methods used to control pathogenesis.
·
Article critique
is assessed for Communication and Making Connections using a marking scheme
(PD3.02).
·
Students’ inquiry
skills are assessed using a checklist (SIS.03).
·
The “Effects of
Antiseptics” lab report is assessed for Knowledge/Understanding, Communication,
and Inquiry using a rubric (PD2.04).
·
Paper-and-pencil
task is assessed for Knowledge/Understanding using a marking scheme
(PD1.04, 1.05).
·
Students with
physical and learning impairments may be paired with another student during the
laboratory investigation, where necessary.
·
For enrichment,
students could make a timeline of medical advances in the area of disease
control. Students could re-plate their bacteria and subject the next generation
to the same antiseptic used during Activity 3.1, and note any growth.
Caulderwood, Carol, and Neil Campbell. Understanding Biology: Laboratory Manual. Toronto: John Wiley & Sons, 1989. ISBN 0-471-79635-2.
Internet
“Vaccines – How and Why?” The Story of Edward
Jenner
– www.accessexcellence.org./AE/AEC/CC/vaccines_how_why.html
The Immune System
–
http://library.thinkquest.org/2935/Natures_Best/Nat_Best_Low_Level/Immune_page.L.html
Immunology and Immune Defenses Against Microbial
Pathogens
– www.bact.wisc.edu/Bact303/Immunology
Biology II Anatomy and Physiology – Immune System – www.sirinet.net/~jgjohnso/immunestudy.html
“Antibacterial Products: Do They Really Work?”
– http://www.securityworld.com/library/health/antibacterialproducts.html
Video
Our Immune System. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH5510
Cell Wars: How the Immune System works. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH2439
A History of Antibiotics. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH1130
Penicillin: Discovering the Truth. Films for the Humanities and Sciences. Fort Erie, Ontario. ECH7468
Vaccinations: Hidden Harm? Films for the Humanities and Sciences. Fort Erie, Ontario. ECH11176
Superbugs: When Antibiotics Don’t Work.
Films for the Humanities and Sciences. Fort Erie, Ontario.
ECH8349
Passing the Bug: The End of Antibiotics? Films for
the Humanities and Sciences. Fort
Erie, Ontario.
ECH8580
Time: 4 hours
Students discuss the many ways food contamination can occur and the technological advances and agencies that serve to control it. Students create a Then and Now Timeline on a specific technological advancement used in food preparation and preservation. Students practise proper sterile techniques in a lab activity where they investigate the effect of pasteurization on pathogenesis. A respect for cultural differences is encouraged through class discussion on how various cultures and countries control the spread of pathogens in foods.
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching, and acts to promote social responsibility, human solidarity, and the common good;
CGE1h - respects the faith traditions, world religions, and life-journeys of all people of good will;
CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE7e - witnesses Catholic social teachings by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Pathogens and Disease
Overall Expectations
PDV.03 - evaluate the measures available for the control of disease, including the role of public policy and the use of health-related technologies and scientific knowledge.
Specific Expectations
PD2.05 - demonstrate, through laboratory investigation, the effect on pathogenesis of the use of sterile techniques;
PD3.01 - describe some of the means used by agencies and governments to control the spread of disease, both locally and globally;
PD3.03 - research and explain the impact on disease control of technological advances in food preparation and preservation;
PD3.04 - describe aseptic techniques used in the workplace and explain their importance;
PD3.05 - research and describe the impact on populations of the use of new technologies to control disease.
Scientific Investigation Expectations
SIS.01 - demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials;
SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;
SIS.03 - demonstrate the skills required to plan and carry out investigations using laboratory equipment safely, effectively, and accurately;
SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;
SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory reports;
SIS.08 - research and evaluate information on a specialized topic in science, and apply it to the world outside the school;
SIS.10 - identify and collect information on careers related to the science subject under study.
Grade 10 Applied or Academic Science – Biology
·
If possible,
invite the local Health and Safety Inspector to visit the class or to
participate in a telephone interview or e-mail communication, to
introduce/discuss the role of agencies in the control of the spread of disease.
·
Preview a video
on food preservation technologies, including pasteurization, and prepare a
question worksheet (see Resources).
·
Prepare marking
scheme for Then and Now Timeline.
·
Book
library/resource centre or computers, and/or collect resources that will assist
the students with their research.
· Organize materials required for the lab
investigation, Effects of Pasteurization (refer to
Appendix 4). SAFETY WARNING: Use only non-pathogenic bacteria, clean all
work areas before and after, and wash hands thoroughly. Dispose of bacteria
following board policy.
·
Review the
history of pasteurization and the experiments of Spallenzini and Pasteur.
·
Create a
checklist to assess students’ inquiry skills during the investigation.
The teacher:
·
discusses food
safety using the following questions: What did you eat today? Where did it come
from? Where was it produced, grown, and imported from? Is the food that you eat
safe? With the students the teacher makes a flow chart of the route that foods
take from farm or feedlot to consumer.
·
discusses the
many places where food can be contaminated, and the role of controlling
agencies in food preparation and preservation (PD3.01).
·
introduces the
Canadian agencies responsible for the creation and enforcement of food safety
regulations (if available, the local Health and Safety Inspector could be
invited to speak to the class). The teacher instructs the students to add to
the graphic organizer from Activity 2 the agencies involved in enforcing food
safety (see Resources).
·
discusses the
identity and the role of global agencies in the control of the spread of
foodborne diseases, and instructs students to create a table comparing how
Canadian and global agencies each attempt to control its spread. The teacher
asks students to consider the ways factors such as climate,
e.g., tropical or desert, create challenges to various communities/societies.
The teacher encourages students to develop a respect for cultural differences
being sensitive to individuals from different cultural backgrounds and their
practices of food preparation and preservation.
·
instructs
students to reflect in Section B of their Journal on the importance of having
agencies (both local and international) monitor and attempt to control the spread
of disease, and consider what happens when one of the regulatory systems fail.
Students:
·
discuss the
pathway taken by foods to get to consumers, identify opportunities for food
contamination, and recognize the importance of food safety regulations and controls.
·
identify the
Canadian agencies responsible for food safety and add this information to their
graphic organizer from Activity 2. Include any global agencies discussed
(PD3.01).
·
participate in a
class discussion about how various factors, e.g., climate, funding, etc.,
affect how communities/countries control the spread of disease through food
contamination.
·
reflect in
Section A of their Journal about the role of agencies in controlling and
preventing the spread of food-borne illnesses, and consider in their reflection
what happens to individuals, communities, and agencies when one or more of
these systems fail.
The teacher:
·
introduces the
students to the importance of food preservation technologies (radiation,
freezing, pasteurization, and canning) using a video. The teacher stops the
video at key points to ask the students questions and discuss the technologies
presented (see Resources) (PD3.03).
·
instructs
students to individually research the history, use, applications, and impact on
populations of one technological advancement in food preparation and
preservation that prevents disease
(e.g., pasteurization, freezing, canning, irradiation, dehydration,
freeze-drying, salting, pickling, fermentation, carbonation) and presents this
information in a Then and Now Timeline (PD3.03, PD3.05). Note: If the
Internet is used, students should be advised of the ethical use of the
Internet.
· collects and displays the timelines, and allows
students the opportunity to view them.
· using Then and Now Timeline, introduces the
experiments of Spallenzini and Pasteur.
·
reviews aseptic
techniques and introduces the laboratory investigation, Effects of
Pasteurization (PD2.05). (Refer to Appendix 4 and Resources.)
· SAFETY WARNING: Instruct students to clean all
work areas before and after, wash hands thoroughly and follow board policy when
disposing of the contents of the flasks.
·
instructs
students to perform laboratory investigation and complete a laboratory report.
·
assesses student
inquiry skills using a checklist (SIS.01, SIS.03).
·
collects and
assesses laboratory reports (SIS.07).
Students:
·
view and answer
questions on a video about food preparation technologies. They choose one
technology and research its history, use, application, and impact on
populations. Students present their information in a Then and Now Timeline and
submit it for assessment (PD3.03, PD3.05).
·
view other
students’ timelines and participate in a class discussion on the impact these
technologies have had on individuals and society (PD3.05).
·
Prepare a Journal
reflection on their concerns, views, and opinions on the issues raised during
the class discussion.
·
read lab activity
thoroughly and following safety precautions, perform laboratory investigation
and complete and submit a lab report for assessment (PD2.05).
·
The Effects of
Pasteurization lab report is assessed for Knowledge/Understanding, Inquiry, and
Communication using a marking scheme or rubric (PD2.05).
·
The Then and Now
Timeline is assessed for Knowledge/Understanding, Communication, and Making
Connections using a marking scheme (PD3.03).
·
For students with
physical limitations, ensure access to lab workstations, and encourage peer
assistance, when necessary.
·
For enrichment,
students interview a student/friend that is working/has worked for a fast-food
establishment on their knowledge of aseptic techniques used in the workplace,
and its importance in preventing food poisoning and the spread of disease.
Students write a short report on their findings and submit the report for
assessment.
·
For enrichment,
students could research a particularly severe event/epidemic using books,
primary sources, etc., to reconstruct what happened and what changes in laws and
regulations came about. Students could write a newspaper article retelling the
story for a modern audience.
Text
Kormondy, Edward, Bernice Essenfeld. “Pasteur’s Experiment.” Biology: Laboratory Manual. Addison-Wesley, 1984. ISBN 0-201-03818-8
Internet
The Bad Bug Book – www.vm.cfsan.fda.gov/~mow/intro.html
Gateway to Government Food Safety – www.foodsafety.gov/
Foodborne Illnesses – www.cfsan.fda.gov/~mow/foodborn.html
Health Canada – www.hc-sc.gc.ca/
Canadian Food Inspection Agency – www.inspection.gc.ca/
Health Canada – Food Quality and Safety – www.hc-sc.gc.ca/datahpsb/npu/cpc9.htm
Canadian Partnership for Consumer Food Safety Education – www.canfightbac.org/english/indexe.shtml
How Food Preservation Works – www.howstuffworks.com/food-preservation.htm
Food Safety – www.cdc.gov/foodsafety/edu.htm
Ontario Ministry of Health – www.gov.on.ca/health/index/html
Ontario Ministry of Agriculture and Rural Affairs – www.gov.on.ca/omfra
Pasteurization – www.foodsci.uoguelph.ca/dairyedu/pasteurization.html
The History of Canned Food – www.cannedfood.org/history.html
Video
Food Safety: The Usual Suspects. Classroom Video (2880). Coquitlam, B.C. 1999
Food-Borne Illnesses and Their Prevention. Films for the Humanities and Sciences. Fort Erie, ECH8222
Story of Louis Pasteur. Teacher’s Video Company. Scottsdale, Arizona. – www.teachersvideo.com
Appendix 4 – Investigating the Effects of Pasteurization on Beef Broth
(Modelling Spallenzini’s Experiment)
Purpose: The purpose of this activity is to investigate the effects of pasteurization (sterile technique) on bacterial growth.
Hypothesis: Hypothesize on the effects of pasteurization and specifically on which apparatus used will prevent bacterial growth.
Materials:
· 4 Erlenmeyer flasks (250 mL)
· Beef stock
· Hot plate
· S-shaped glass tube
· J-shaped glass tube
· 4 one-holed rubber stoppers
· 2 straight glass tubes
· 1 glass stopper
Procedure:
1. Gather materials.
2. Label flasks as #1, #2, #3, and #4.
3. Prepare beef broth mixture according to instructions.
3. Add 100 mL of beef broth to each flask.
4. In flask #1, insert a straight piece of glass tubing into a one-holed rubber stopper
5. In flask #2, insert a j-shaped glass tube into a one-holed rubber stopper.
6. In flask #3, insert an s-shaped glass tube into a one-holed rubber stopper.
7. In flask #4, insert a straight piece of glass tubing into a one-holed rubber stopper.
8. Bring the broth in each flask to a boil for several minutes.
9 Remove from heat and seal the glass tubing in #4 with plasticine. Note: If flask is sealed while boiling, the stopper will likely blow out.
10. Allow the broth to cool.
SAFETY NOTE: Do not remove any of the stoppers at any
time during the experiment.
10 Predict what will occur in each flask.
11. Allow the broth
to sit for the next few days. Each day, make observations of the bacterial
growth
(a cloudy broth indicates bacterial growth).
Analysis:
1. Define pasteurization. Describe the changes that occurred in each flask and account for these changes.
2. Predict changes to the results obtained in each flask if left for one month, six months, and one year.
3. Summarize Spallenzini and Pasteur’s experiments and compare their experiments to the experiment performed in class.
4. Name and describe commercial/workplace applications for this experiment. Choose one workplace application and research career opportunities in it.
Teacher’s Note: Bacterial growth will cause broth to turn cloudy.
In flask #1, bacteria will enter the broth and grow, causing broth to become cloudy.
In flask #2, some bacteria will enter the broth and grow, but not as many as in flask #1.
In flask #3, no bacteria (or very little) will enter the broth and grow, and therefore broth will remain clear.
In flask #4, no bacteria will enter the broth, and therefore there will be no growth and broth will remain clear.
Time: 6 hours
The Culminating Activity is a task that students work on throughout the unit. Students take on the role of epidemiologists and, as a team, use the knowledge gained in the unit and through individual research to investigate a problem. Students further develop their problem-solving skills and their ability to critically analyse issues as informed, responsible Catholic citizens. Students present their findings to the class during a Disease Forum and complete Pathogen Profiles for each disease discussed. Following the Forum, students receive peer feedback and reflect on what they have learned in this activity and in this unit.
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE1e - speaks the language of life, “recognizing that life is an unearned gift and that a person entrusted with life does not own it, but that one is called to protect and cherish it”;
CGE1h - respects the faith traditions, world religions, and life-journeys of all people of good will;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
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;
CGE3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE5a - works effectively as an interdependent team member;
CGE7d - promotes the sacredness of life;
CGE7e - witnesses Catholic social teachings by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Pathogens and Disease
Overall Expectations
PDV.01 - demonstrate an understanding of micro-organisms, their biological effects, the diseases they cause, and the metabolic and environmental barriers to the spread of disease;
PDV.02 - investigate the nature and growth of representative pathogens, the response of the immune system to them, and the effect on pathogens of various drug therapies and sterilization techniques, using appropriate laboratory procedures and equipment safely and accurately, and gathering and integrating information from print and electronic sources;
PDV.03 - evaluate the measures available for the control of disease, including the role of public policy and the use of health-related technologies and scientific knowledge.
Specific Expectations
PD3.01 - describe some of the means used by agencies and governments to control the spread of disease, both locally and globally;
PD3.05 - research and describe the impact on populations of the use of new technologies to control disease.
Scientific Investigation Expectations
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;
SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory reports;
SIS.08 - research and evaluate information on a specialized topic in science, and apply it to the world outside the school.
·
Refer to Appendix
5: Teacher Resource for specific teaching suggestions.
·
Make copies of
Appendix 6.
·
Prepare the
assessment tool discussed in class using the criteria agreed upon with the
students.
·
Prepare
scenarios, one per mode of transmission. The scenario found in Activity 1 can
be used as a template.
·
Book computers or
library/resource centre for student research.
·
Preview a video
or locate a reading that raises awareness of the connections between diseases
and social and economic inequalities (see Resources).
The teacher:
·
distributes the
scenario and outlines the activity (refer to Appendices 5 and 6).
·
leads a
discussion on the format and procedure students are to follow, and helps
students organize themselves into interest groups which become their Research
Teams.
·
discusses with
the class the possible assessment tools for the task, e.g., rubrics, marking
schemes, checklists, and helps students choose the most appropriate one for the
task. Using student input, the teacher creates the criteria for the tool, e.g.,
a rubric.
·
assists students
to construct web diagrams and an Action Plan in their teams. The teacher
collects and approves each web diagram and plan.
·
provides class time
for students to conduct research, to discuss within their teams their progress,
and to prepare their reports. Note: If the Internet is used, students should be
advised of its ethical use
·
discusses with
the students the format for peer assessment.
·
facilitates the
Disease Forum, instructing students to complete a Pathogen Profile for each
pathogen, as well as peer assessments and a self-assessment. The teacher
reminds students to complete all Pathogen Profiles started throughout this
unit.
·
shows video or a
news/magazine article on social justice issue relating to the control/spread of
disease.
·
uses the issues
raised in the video/news article and student presentations to facilitate a
discussion about the current status of the fight against diseases caused by
known pathogens, the role of governments and agencies to control the spread of
disease, and the implications of strategies used to control the spread of
disease.
·
instructs
students to reflect in their student Journals on the effectiveness of regional,
national, and global strategies used to control the spread of pathogenic
diseases.
·
allows time for
student peer feedback and instructs students to make a Journal reflection.
Students are invited to refer back to their earlier Journal reflections made
after reading the Lazarus story, and reflect on how their attitudes may have
changed. Students are also encouraged to reflect on how Jesus healed the sick
without discrimination and whether our scientifically and technologically
advanced society does the same. Students make a statement reflecting their
opinions and views on the status of social justice in the world today and on
their role as Catholics.
·
collects and
assesses Student Journal for evidence of inquiry and research skills.
Students:
·
read the activity
handout provided, Appendix 6 – Epidemiologists in Action!, read and discuss the
given scenarios, form Research Teams to research a chosen scenario, and discuss
the assessment tool to be used for this activity.
·
following the
problem solving format used in Activity 1, each team brainstorms and produces a
web diagram for the problem depicted in their scenario. They propose an Action
Plan to follow.
·
have conducted
research throughout the unit, both in class and independently, and recorded
their findings in Section C of their Student Journal.
·
present their
reports at the Disease Forum.
·
assess peer
presentations and provide peer feedback. Students make reflections in Student
Journals.
·
watch a video or
read an article on social justice and disease issues.
·
participate in a
class discussion about regional, national, and global strategies used to
control diseases caused by pathogens, and the future of this fight.
·
reflect on the
issues raised in the class discussion as the last entry in their Student
Journal.
·
submit their
Student Journal for assessment.
·
Presentation is
assessed for Communication using a rubric or other assessment tool
(PD3.01, PD3.05).
·
Student Journal:
Section C is assessed for Inquiry, Communication, and Making Connections using
an appropriate marking scheme or rubric (PD3.01).
·
Student Journal:
Sections C and D are is assessed for Knowledge/Understanding, Communication,
and Making Connections using a marking scheme (PD 1.02, 1.03, 1.04, 1.05, 1.06,
3.01, 3.05).
·
Students can be
provided with a detailed research outline to aid their investigation if
necessary.
·
Enrichment
activities include using multi-media software to enhance their presentations,
and identifying and collecting information about careers related to
epidemiology, e.g., conduct an interview of an epidemiologist.
Internet
The World of Parasites – http://martin.parasitology.mcgill.ca/JIMSPAGE/WORLDOF.HTM
Mednets – www.mednets.com
Emerging Infectious Diseases – www.cdc.gov/ncidod/eid/
Bad Bug Book – http://vm.cfsan.fda.gov/~MOW/intro.html
Epidemic! The World of Infectious Disease – http://www.amnh.org/exhibitions/epidemic/index.html
Excellence in Curriculum Integration through Teaching Epidemiology (EXCITE) – www.cdc.gov/excite/
“Antibiotics – Too much of a Good Thing?” –www.accessexcellence.org/HHQ/HLC/HNA/index.html
Fighting Disease: Health at the end of the
Millennium
– www.un.org/Pubs/CyberSchoolBus/special/health/index.html
Pan American Health Organization – www.paho.org/
The World Health Report (1996) – www.who.int/whr/1996/exsume.htm
WHO fact sheet – African Trypanosomiasis or Sleeping Sickness – www.who.int/inf-fs/en/fact259.html
Video
Bring Down the Walls: Celebrating a Century of Catholic Social Teaching: Lumen Catechetical Consultants. Silver Spring, M.D. 1991.
Appendix 5
This activity involves both individual research and group presentations. It is designed as a problem-solving task and so will require time for students to brainstorm and plan their approach to the problem presented in the scenarios given. For best results, students should be encouraged and given time for planning and research several times within the unit. For example, following Activity 3.2, students could be given time to work on this assignment and research the specific mode of transmission for the pathogen they are investigating.
Students submit their research, complete an individual summary report on their findings, and participate in their group’s presentation. They also complete Pathogen Profiles for each pathogen presented. Peer assessments and feedback are provided for each group presentation. Students complete a self-assessment and reflect on the activity and class discussions.
The following is a breakdown of the tasks, with approximate times, to aid the teacher in organizing this unit.
Step 1 Prepare
scenarios: one scenario for each mode of transmission. The sample scenario in
Appendix 1 can be used as a guide (see Resources for web sites).
Step 2 Allow students class time to read the scenarios, choose one to investigate, form five groups (Research Teams) based on interest, and brainstorm questions and subtopics to be researched (produce a web diagram). Students should be encouraged to use the problem-based learning format introduced in Activity 1. Students submit their web diagrams and a Plan of Action for the teacher’s approval. Confer with students about their Plan of Action and where appropriate, guide students to rethink elements of it. With the class discuss which assessment tool(s), e.g., rubric, marking scheme, and/or rating scale are most appropriate for this activity. Once a consensus is achieved the students participate in the determination of the criteria to be used for assessing this activity – brainstorm with the students what categories (be specific) should be included and how they should be weighted. (60-70 minutes)
Step 3 Arrange for and allow students research time in the library/resource centre. Suggest one class period for class research. Instruct students to record their research in their Student Journals: Section C. Teacher monitors student progress. (70 minutes)
Step 4 Allow students planning time to discuss in their groups their progress. (20-25 minutes)
Step 5 Allow students time to collate their individual research, prepare their individual reports and organize their group presentation. Students are encouraged to be creative and use their collective talents when designing their presentations. (60-70 minutes)
Step 6 Facilitate the presentations at the Disease Forum. Suggest that the class chairs be organized into a large circle to promote class discussion and collaboration between group members. Groups must be aware of the time limits (suggest 15 minutes per group) and any other restrictions on their presentations. Instruct students to complete a peer review for each group and complete a Pathogen Profile for each pathogen discussed. (15 x 5 (number of groups) = 75 minutes)
Step 7 Allow class time for peer review feedback and individual reflection. (20-30 minutes)
Appendix 6
An epidemiologist studies disease and their determinants in specific populations. They use this information to assist public health decision-making and to develop and evaluate strategies to control and prevent health problems.
You are an epidemiologist who works for an International Medical Research Team. You and four other epidemiologists have just been assigned to investigate a problem. You and your fellow researchers must each compile a report of your individual research. As a group, you must make a presentation during the Annual Disease Forum (to the class) on __________________. Your team’s report is to be 15 minutes in length in a format of your choice.
Procedure
1. Read this page and the scenarios available.
2. Choose one scenario to investigate, meet with the other researchers interested in the same scenario and form an International Medical Research Team.
3. With your classmates, brainstorm and decide on the best tool for assessment of this task. For example, the class could choose a rubric and then define the criteria for it.
4. In your Research Team, produce a web diagram using the information given in the scenario. Brainstorm and propose questions to be answered/researched, and make hypotheses about the nature of the pathogen and the disease. Summarize your group’s present knowledge on the issue and include any opinions individuals may have.
5. Choose a format for your report and the best method for presenting the group’s findings to the class.
6. Develop an Action Plan describing how your group has organized the research tasks, where you expect to find the information needed, how your group will present the information, and what materials will be needed for the class presentation.
7. Obtain the teacher’s approval for the web diagram and for the Action Plan.
8. Conduct research. Some class time will be given, but you are expected also to conduct independent research. Include scientific information that supports and refutes your original beliefs and ideas. Include a brief description of technologies that were/are being used in this area. Record all your research and progress in Section C of your Student Journal.
9. Meet with your group at regular intervals to discuss your progress and collate your information. Limited class time will be given for this.
10. Attend the Disease Forum and make your group presentation. The presentation must provide students with the information needed to complete a Pathogen Profile for your case.
11. Evaluate your peers using the assessment tool agreed upon initially.
12. Using the same assessment tool, evaluate your own presentation, research skills, and report.
13. Make a Journal reflection on how what you have learned in this unit encourages you to be more Christ-like.
14. Submit your Student Journal for assessment.
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