Human Diseases -

Student Resources in Context

Grade Level: 7-12

Overview: Students will learn about the various types of diseases humans are subject to and will learn how to classify them, distinguish them from each other, and what kinds of precautions can be taken to prevent some of them.Upon completion of this unit, students will have examined various diseases and determined their causes in order to become more informed health advocates for themselves and others.

Objectives:

  1. Learn the differences between viral, bacterial and fungal diseases and toxins.
  2. Consider a worldwide perspective of the different types of diseases as well as some of the implications of biological warfare.
  3. Research precautions that can be taken to prevent certain types of diseases and analyze how some pathogens become antibiotic resistant.

Materials:

  1. Access to computers and Gale Student Resources in Context database.
  2. Scoring rubric handout
  3. A slideshow program for presenting projects

Time Frame: 3-4 class periods

Vocabulary: Students should be familiar with the following terms: viral, bacterial, fungal, venomous, systemic, toxicity.

Procedures:

Day 1 – Different classes of microorganisms

  1. Develop student awareness of everyday threat of illness by having them partner read:
  2. Build background knowledge by having students refer to The Gale Encyclopedia of Science to define the characteristics of a virus and related diseases; a bacterium and related diseases, and a fungus and related diseases.

Day 2 – Beneficial microorganisms

1. Have students read newspaper article from The Telegraph Online, June 4, 2014 about how we are making our lives too sterile.

2. Have students listen to audio:Thriving Gut Bacteria Linked To Good Health."

3. Have students do a Student Resources in Context search for “Beneficial Microorganisms” and choose one article to summarize and share in small groups.

Exit card for the day:

  1. What country do you think the Telegraph Online newspaper article is from and why?
  2. How are some organisms beneficial? Give specific examples from what you read or heard today.

Day 3 – Diagnosis and Prevention

- Molecular approaches to infectious disease assays Medical Laboratory Observer, January 2014

  • Who is the author of this magazine article? Who do you think his audience is? Give examples of the vocabulary he uses to support your answer.
  • What are some of the obstacles in diagnosing bacterial and fungal pathogens?

-Discuss disease prevention & watch 2 video clips:

- Discuss worldwide implication of biological weapons & what is being done to prevent such an occurrence.

Day 4 Student Independent Research on an Assigned Disease (projects and assessment)

  1. Assign each student a disease to research and present their findings to the class using a slide show. Students need to take notes on each presentation and note pathogen classification, symptoms and treatment.
  2. Presentations will be scored using presentation rubric
  3. Summative assessment will be mystery disease stations that students must diagnose correctly and suggest treatment citing specific information from classmates’ presentations.
  4. Students must also design a diagnostic flow chart (see example)
  5. Middle School Project: Develop a public service announcement for disease prevention for an assigned disease.
  6. Middle School Project: Extract DNA from spinach (see website & watch YoutTube demo)

•

•

•

•

•

•Public Awareness Campaign : Disease Report

•Teacher Name: Student Name: ______

CCSS

CCSS.ELA-LITERACY.RST.6-8.2

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RST.6-8.6

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

CCSS.ELA-LITERACY.RST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

CCSS.ELA-LITERACY.RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-LITERACY.RST.9-10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

CCSS.ELA-LITERACY.RST.9-10.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.11-12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

CCSS.ELA-LITERACY.RST.11-12.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

CCSS.ELA-LITERACY.RST.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Resources for teachers & students

Source Citation - Newspaper

Cha, Ariana Eunjung. "Creating life forms: There's an app for that." Washington Post 24 Oct. 2013. Student Resources in Context. Web. 26 June 2014.

Document URL

Will dengue fever threaten the World Cup?CNN Wire, June 12, 2014

Document URL

Bacteria and foodborne illness. Pamphlet by: National Digestive Diseases Information Clearinghouse.

Document URL

The Telegraph Online, June 4, 2014:

“Mothers should suck their babies’ dummies, scientists say; Being too clean has killed beneficial bacteria and mothers should suck their babies’ dummies to wash them and keep their children healthy, research suggests.”

Document URL

Source Citation - Audio

"Thriving Gut Bacteria Linked To Good Health." Morning Edition 16 July 2012. Student Resources in Context. Web. 25 June 2014.

Document URL

Machine vision sees the food contaminants we can’t see Agricultural Research, August 2002 Document URL

Molecular approaches to infectious disease assays Medical Laboratory Observer, January 2014 Document URL

CDC reports Highest Number of Measles Cases in 20 Years May 30, 2014

Document URL

CDC reports highest number measles cases 20 years&prodId=SUIC&windowstate=normal&mode=view&limiter=AC y&displayGroupName=Videos&currPage=1&displayGroups=&sortBy=relevance%2Cdescending&p=SUIC&action=e&catId=&view=docDisplay&documentId=GALE%7CA369579015&source=Bookmark&u=canby&jsid=00307dc0f48ad8fea7029fb0169fd584

Flesh-eating disease, June 25, 2012

Document URL

flesh eating disease&prodId=SUIC&windowstate=normal&mode=view&limiter=AC y&displayGroupName=Videos&currPage=1&displayGroups=&sortBy=relevance%2Cdescending&p=SUIC&action=e&catId=&view=docDisplay&documentId=GALE%7CA294369357&source=Bookmark&u=canby&jsid=bb38a35db6d3faf52c80e02bedf6319c

Who’s Protecting Whom From Deadly Toxin? All Things Considered, April 23, 2014

Document URL

Stopping Microbes Not Missiles: U.S Plans for Next Global ThreatAll Things Considered, February 2014

Document URL

Websites

Center for Disease Control & Prevention

Extract DNA from spinach <

Extract DNA from blood YouTube <

•Public Awareness Campaign : Disease Report

•Teacher Name:

Student Name: ______