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The Range of Disease

ACTIVIT Y OVERVIEW

PRO JE

C

SUMMARY Students are introduced to a variety of diseases with a classroom scavenger hunt. The class compares the familiarity with various diseases among different generations (students’ vs. parents’ generation and/or grandparents’ generation). A long-term research project on disease is assigned. Students eventually complete the project by developing a public service announcement in the form of a cartoon strip.

KEY CONCEPTS AND PROCESS SKILLS 1.

Graphing data can reveal patterns that are not apparent from data tables.

2.

Diseases can be caused by infectious agents, genes, environmental factors, lifestyle, or a combination of these causes.

3.

Data can be analyzed to determine trends and/or patterns. Analyzing trends in how a disease spreads can suggest ways of preventing its further spread.

4.

Disease is a breakdown in the structure or function of a living organism.

KEY VOCABULARY disease

MATERIALS AND ADVANCE PREPARATION For the teacher

* *

1

Transparency 31.1, “Diseases”

1

transparency of Student Sheet 31.2, “Knowing About Disease”

1

overhead projector chart paper (optional)

For the class books, magazines, CD-ROMs, Internet access, etc. *

crayons, markers, art supplies (optional)

Teacher’s Guide

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Activity 31 • The Range of Disease

For each student 1

Student Sheet 31.1, “The Hunt Is On”

1

Student Sheet 31.2, “Knowing About Disease” (optional)

1

Student Sheet 31.3, “Disease Research Report”

1

Student Sheet 31.4, “PSA Panels” (optional) *Not supplied in kit

TEACHING SUMMARY Getting Started 1.

Introduce the concept of disease.

Doing the Activity 2.

Students conduct a scavenger hunt on disease using Student Sheet 31.1.

3.

Students compare their knowledge of disease with that of their parents and/or grandparents using Student Sheet 31.2. (Optional)

4.

Introduce and assign the research project on disease.

Follow–Up 5.

Students share their PSAs with the rest of the class.

INTEGRATIONS Language Arts/ Social Studies Students are assigned a research project. Collaborate with other teachers to find out how such projects are typically designed and the appropriate expectations for student writing. Consult the Literacy and Communication Appendix for suggestions on student writing. Art Students are expected to use their research to produce a public service announcement in the form of a cartoon strip.

REFERENCES Gerking, J.L., ed. “Science Briefs: Microbial Threats.” The Science Teacher (Sept. 1999): p.13.

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Science and Life Issues

The Range of Disease • Activity 31

TEACHING SUGGESTIONS

chart paper posted in the room. Come back to these questions at the end of the project and have stu-

GETTING STARTED 1.

dents address them.

Introduce the concept of disease.

Introduce the project by having students complete

DOING THE ACTIVIT Y 2.

Student Sheet 31.1, “The Hunt Is On.” Begin by

Students conduct a scavenger hunt on disease using Student Sheet 31.1.

having students read the names of the diseases. Review the concept of a disease as the breakdown

The scavenger hunt can be organized in several

in the structure or function of a living organism

ways. You may want to provide students with a time

(refer students to the second paragraph of the

limit, such as five minutes, during which they cir-

Introduction to Activity 31 on page C-8 in the Stu-

culate around the room to get other students to ini-

dent Book). Inform students that not all of the dis-

tial their grids. You can then encourage students to

eases mentioned in this activity are infectious; use

gather the greatest number of initials. Another alter-

Transparency 31.1, “Diseases,” to review the idea

native is to have students collect one another’s ini-

that diseases can be caused by a variety of factors.

tials until someone completes a horizontal or verti-

The dashed lines show that even infectious dis-

cal row or some other pattern. Once students

eases may be influenced by genetic, environmen-

understand the rules, have them begin the scav-

tal, or other factors. However, they are primarily

enger hunt.

caused by infectious agents, more commonly called “germs.”

After completing the scavenger hunt, review with the class how easy or difficult it was to find some-

Before beginning the activity with the class, be sure

one to initial the various diseases: How many stu-

to review the rules as stated in Step 1 of the Student

dents know someone who has had the flu vs. some-

Procedure. Point out that students can sign any box

one who has had polio? What observations are you

for which they know someone who has had that

able to make about your familiarity with the var-

disease; it is not necessary for the student to have had

ious diseases?

the disease. Each student can initial only one box per student sheet (including his or her own).

n Teacher’s Note: Note that the “Teacher’s Guide to Human Diseases and Medical Conditions” is provided for your reference only and is not intended for distribution to students. During this activity, students will bring up many questions about various diseases and other medical conditions. Do not answer their questions at this time. Instead, point out that they will be doing a research project to find

3.

Students compare their knowledge of disease with that of their parents and/or grandparents using Student Sheet 31.2. (Optional)

n Teacher’s Note: If your student population is unable or unlikely to ask adults at home about their familiarity with various diseases, you may wish to skip this part of the activity. Or students may ask another adult of their parents’ and/or grandparents’ generations to help them complete the Student Sheet.

the answers. If you wish, record their questions on

Teacher’s Guide

C-21

Activity 31 • The Range of Disease

Have students complete Student Sheet 31.2, “Know-

are now extremely rare or uncommon, while others

ing About Disease.” Refer students to the column

are newly emerging or experiencing a resurgence in

marked “You.” Have them put an “X” if they “Know

the population.

someone?” who has had a particular disease. Use a transparency of Student Sheet 31.2 to calculate the class totals; this can be done by having students

4.

Introduce and assign the research project on disease.

raise their hands if they marked an “X” next to a

n Teacher’s Note: The research project presented in

particular disease.

Part Two of the Procedure is intended to be com-

Instruct students to take home Student Sheet 31.2 and have a parent or guardian and a grandparent or older adult indicate their familiarity with the various diseases by marking an “X” in the appropriate “Know someone?” column.

pleted over a period of time, as students progress through the unit. Much of the information that they research will make sense only in light of what they are learning in this unit (if you are unable to structure this activity over time, consider delaying the assignment until after students have completed

After students bring back these responses, use the

Activity 44, “Who’s Who?”). Guide students on

transparency of Student Sheet 31.2 to summarize

how to conduct a research project by establishing

class totals. Use Analysis Question 3 to investigate

expectations and interim deadlines. Depending on

the question of differences among the different gen-

your student population, this project can be either

erations. Be sure to consider the fact that you may

completed primarily outside of class time or con-

have different amounts of data for the different gen-

ducted on a class schedule (for example, one class

erations; if so, use percentages of the total (i.e. per-

period a week for four weeks). Deadlines that you

cent of students who knew someone vs. percent of

can establish include: finding resources (for many

parents/guardians) rather than the raw data.

students, going to the library or collecting/con-

To reinforce graphing skills and to reveal similarities or differences among generations, have students create bar graphs of the percent of each generation familiar with a group of diseases. Each group of four students can graph the data on five of the diseases. This is also an opportunity to use computer graphing programs that may be available to you. After the class has analyzed the results and responded to Analysis Question 3, discuss students’ ideas about the reasons for some of the differences observed. Some diseases that were once common

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Science and Life Issues

ducting research requires the greatest amount of time); using resources to complete research as directed on Student Sheet 31.3, “Disease Research Report”; and creating the cartoon strip. You may also wish to use the U NDERSTANDING C ONCEPTS (UC) variable or either element of the C OMMUNI CATING

S CIENTIFIC I NFORMATION (CM) variable to

assess students’ final work. The majority of the diseases discussed in this unit are infectious; in fact, you may wish to limit the research projects to diseases that are infectious. Of the diseases listed on Student Sheet 31.2, the following diseases are considered infectious (though some are not spread through person to person con-

The Range of Disease • Activity 31

tact but through an animal vector): AIDS/HIV,

dents at this age often respond better to a concrete

amoebic dysentery, anthrax, bronchitis, chicken-

handout vs. a general project concept. To support

pox, cholera, cold, diphtheria, Ebola, Hansen’s dis-

student success, you may also want to clarify other

ease, hepatitis, influenza, Lyme disease, malaria,

expectations, including due dates (having Student

measles, meningitis, mononucleosis, mumps, per-

Sheet 31.3 turned in and evaluated before beginning

tussis, pneumonia, polio, rabies, ringworm, rubella,

the PSA is recommended), and the level of specifici-

salmonella, strep throat, tapeworm, tetanus, tuber-

ty expected on Student Sheet 31.3. If students are

culosis, and typhoid.

going to use the Internet for research, establish

Inform the class that they will be investigating what can be done to reduce the incidence of disease. They will be producing public service announcements (PSAs) to share tips to reduce one’s chances of getting the disease. As a class, read the Introduction to Activity 31 on page C-8 in the Student Book, making sure students understand the concept of a PSA. Point out to students that in order to create their public service announcements, they need more information. Decide how students will choose or be assigned an infectious disease to research. Your options include: assigning students to research a particular disease; pulling names out of a basket to match a student with a disease; or having students turn in their first three preferences and then allocating based on availability. No more than two students researching the same disease is recommended. You may not want to limit yourself to the diseases listed on Student Sheet 31.2, particularly if you have more than 40 students. Also, you may want to add any diseases that are being discussed in the news.

expectations for sources of reliable information; not every site provides accurate and up-to-date scientific information. Student Sheet 31.3 provides a format for students to record essential information about their disease topics. It is intended to help them gather all the needed information and to discourage copying. Encourage them to summarize their findings and not to copy from the original source. You may wish to provide students with a copy of Student Sheet 31.4, “PSA Panels,” to use to create their PSAs in the form of a cartoon strip. Remind students that the PSA should be about the disease they researched. Emphasize the idea that it should tell people either how to prevent getting the disease (if possible) or one important piece of information on the disease. Identify expectations for the PSA, such as: it must be educational and based on scientific evidence; it must include written text; it must be a certain length (e.g., minimum of 3 panels and a maximum of 6 panels); it may be humorous; etc. Also share standards for grading so students know what to expect. You may want to consider timeliness, format, creativity, neatness, color, accuracy of

Assign students to work individually or in pairs to

information, and effectiveness (how well the PSA

complete Student Sheet 31.3, “Disease Research

conveys its message). Accuracy of information and

Report.” The project is divided into two parts: (1) the

effectiveness can be assessed by using the U NDER -

Disease Research Report and (2) the PSA in the form

STANDING

of a cartoon strip. Student Sheet 31.3 is provided in

S CIENTIFIC I NFORMATION (CM) variables.

C ONCEPTS (UC) and C OMMUNICATING

the Teacher’s Guide as an optional handout. Stu-

Teacher’s Guide

C-23

Activity 31 • The Range of Disease

(e.g., giardiasis), and availability of certain foods

FOLLOW–UP 5.

(e.g., pellagra). If students completed the “Study-

Students share their PSAs with the rest of

ing People Scientifically” unit of Science and Life

the class.

Issues, mention the pellagra story as an example

After students have completed their PSAs, post

of a disease that was common when certain

them around the room or on a bulletin board. Con-

types of foods were not available to all members

sider having them place their PSAs into different

of the U.S. population. Malaria is a disease that is

categories based on the cause of the disease (as list-

transmitted by mosquitoes and is therefore more

ed on Transparency 31.1). Provide class time for stu-

common in tropical climates, where mosquitoes

dents to read one another’s work. Then discuss

are active year-round.

Analysis Questions 4 and 5. If you posted student

Students may be interested to know that a survey

questions at the beginning of the activity, attempt

released by the World Health Organization

to answer those questions in class. By this time,

(WHO) in June 1999 stated that one-half of the

many of the students will have answers to one

deaths among young working-age adults and

another’s questions.

children are caused by just six infectious diseases: AIDS, malaria, tuberculosis, measles, diar-

SUGGESTED ANSWERS

rheal diseases, and acute respiratory infections

TO ANALYSIS QUESTIONS

such as pneumonia. Of all the deaths due to infectious diseases among those under the age of

Part One: Knowledge of Disease

44 in 1998, 90% were due to these six diseases. 1.

For which diseases was it easy to find someone to initial your boxes on Student Sheet

3.

Compare the number of students, parents, and grandparents who knew someone with

31.1?

a particular disease. What patterns do you observe? Students are more likely to know someone with diseases such as the cold, flu, and strep throat. 2.

For example, which diseases were more recognized by the grandparent generation than by your genera-

Would you expect to find the same diseases

tion? What do you think is the reason for this?

equally common in different parts of the

Depending on the data collected, students may

world? Why or why not?

observe that certain diseases, such as polio,

The same diseases are not equally common in

were more frequently encountered by the

different parts of the world, though some dis-

grandparent generation. Discuss possible rea-

eases are fairly common in many parts of the

sons for these differences. In some cases, med-

world. Encourage students to think about how

ical improvements such as vaccinations have

the prevalence of different diseases varies accord-

led to a decrease or even eradication of diseases

ing to different factors, such as climate (e.g.,

(such as smallpox and polio, which will be dis-

malaria), access to medical care such as prenatal

cussed in a later activity). In other cases,

care (e.g., neonatal diseases), water cleanliness

lifestyle changes may have caused increases or

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Science and Life Issues

The Range of Disease • Activity 31

decreases of certain diseases. Other diseases,

techniques. Emphasize that preventive mea-

such as Ebola and AIDS, are relatively new and

sures depend on the disease. This concept will

may be known more by younger generations

be explored in further depth in the activities to

than the students’ grandparents. Consider all

follow.

explanations, including how life experience may contribute to increased knowledge of disease, either through personal experience or through additional study. Part Two: Disease Research Read the PSAs produced by other students.

5.

What types of diseases cannot be prevented? Explain. Reinforce the idea that contracting a disease is not under the control of an individual, although the individual may be able to take measures to reduce the chance of getting a disease. Certain types of diseases, such as genetic

4.

What can you do to prevent catching an infectious disease?

diseases, cannot be prevented by anything that an individual can do, although treatment and

Depending upon the mode of transmission of

management can improve a person’s long-term

the disease in question, preventive measures

health. In the case of infectious diseases, pre-

may include hand washing, food washing, vac-

ventive measures reduce the likelihood, or risk,

cinations, proper cooking techniques (particu-

that one might contract a particular disease, but

larly of meat), basic hygiene, and safer sex

do not guarantee that outcome.

Teacher’s Guide

C-25

Activity 31 • The Range of Disease

Teacher’s Guide to Human Diseases and Medical Conditions Disease or Condition

Causes

Symptoms

If infectious, how is it spread?

Prevention/ Treatment

AIDS/HIV

HIV virus

Tired, dry cough, loss of weight, nightsweats

Sexually, Blood to blood transmission

No cure yet, HIV drugs extend life

Alzheimer’s disease

Age, genetic

Disorientation, memory loss

Not infectious

No cure yet, estrogen therapy, drugs can delay onset of severe symptoms

Amoebic dysentery

Protist

Nausea, fever, diarrhea

Food and water borne

Drugs, fluid (for dehydration)

Anthrax

Bacterium

Ulcers

Animal or human feces

Antibiotics

Asthma

Environmental, genetic

Shortness of breath, dizziness, wheezing

Allergy, environmental

Steroids

Breast cancer

Genetic, environmental

Lump in breast

Not infectious

Surgery, drugs, radiation therapy

Bronchitis

Viruses, bacteria

Fever, chills, aches

Air borne droplets

Rest, antibiotics

Chickenpox Virus

Rash, itching, fever

Airborne droplets

Vaccine, rest, antiviral drugs

Cholera

Bacterium

Nausea, diarrhea, vomiting

Food and water borne Antibiotics, fluids

Colds

Viruses

Runny nose, cough, fever

Airborne droplets on hands

Wash hands, rest, drink fluids, drugs to ease symptoms

Cystic fibrosis

Genetic

Chronic lung problems, digestive disorders

Not infectious

No cure, drugs, treatments to clear mucus from lungs. Experimental gene therapy in trial.

Diabetes

Genetic , environmental

Excessive urination, thirst, hunger

Not infectious

Control sugar intake, insulin shots

Diphtheria

Bacterium

Difficulty breathing, fever

Airborne droplets

Vaccine, antibiotics

Ebola

Virus

High fever, headache, sore throat

Animal borne, blood to blood transmission

Supportive therapy

Hansen’s disease (leprosy)

Bacterium

Skin lesions, nasal congestion

Airborne droplets

Drugs

Hepatitis (A, B, or C)

Viruses

Fatigue, swollen liver, pain

Blood borne, fecal matter, sexual

Vaccines (for A&B), drugs

Influenza (flu)

Viruses

Fever, aches, cold symptoms Airborne droplets

Leukemia

Acquired at birth, Fever, fatigue, aches in bones Not infectious environmental

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Science and Life Issues

Wash hands, flu shots, drugs ease symptoms Chemotherapy, bone marrow transplants

The Range of Disease • Activity 31

Teacher’s Guide to Human Diseases and Medical Conditions (continued) Disease or Condition

Symptoms

If infectious, how is it spread?

Prevention/ Treatment

Lung cancer Environmental, lifestyle

Shortness of breath, pain

Not infectious

Surgery, chemotherapy, radiation, avoid smoking

Lyme disease

Bacterium

Red rash, flu-like, fever

Insect (tick) bite

Antibiotics, vaccine

Malaria

Protozoan

Chills, fever

Mosquito bite

Vaccine, drugs

Measles

Virus

Skin rash, fever, sore throat

Airborne droplets

Vaccine

Meningitis

Viruses, bacteria

High fever, headache, stiff neck

Respiratory secretions, Drugs, vaccine kissing

Mononucleosis

Virus

Fatigue, swollen glands

Exchanging saliva, kissing

Rest, drugs

Multiple sclerosis

Unknown

Lessening motor control, weakness, tiredness

Not infectious

No cure, drugs

Mumps

Virus

Fever, swollen glands, sore throat

Airborne droplets

Vaccine, drugs, rest

Parkinson’s disease

Unknown

Tremors, rigidity, slowed body movements

Not infectious

Drugs, exercise, no cure

Pertussis (whooping cough)

Bacterium

Coughing (whooping sound), sneezing, fever

Airborne droplets

Vaccine, rest, drugs

Pneumonia

Virus or bacteria

Fever, shortness of breath, cough

Airborne

Drugs if bacterial, rest

Poliomyelitis Virus

Fever, sore throat, paralysis

Fecal matter

Vaccine, therapy

Rabies

Virus

Fever, headache

Animal bite

Injections

Ringworm

Fungal

Red ring-like rash

Contact with skin lesions, animals

Drugs

Rubella (German measles)

Virus

Skin rash, fever

Airborne droplets

Vaccine

Salmonella (food poisoning)

Bacteria

Vomiting, diarrhea

Food borne

Rest, drugs

Sickle cell anemia

Genetic

Lung tissue damage, stroke, pain episodes

Not infectious

No cure, drugs, transfusions

Spina bifida Genetic and environmental

Paralysis,

Not infectious

Prenatal folic acid reduces incidence, no cure

Strep throat

Bacteria

Sore throat, fever

Airborne, food borne

Antibiotics, rest

Tapeworm

Larva

Stomach ache, weight loss

Animal and food borne, poorly cooked foods

Cook food well, surgery

Causes

Teacher’s Guide

C-27

Activity 31 • The Range of Disease

Teacher’s Guide to Human Diseases and Medical Conditions (continued) Disease

What causes this disease?

Symptoms

How is it spread?

Prevention/ Treatment

Tetanus

Bacteria

Headache

Infected wound

Vaccine

Tuberculosis Bacteria (TB)

Cough

Airborne droplets

Long course of several antibiotics

Typhoid

High fever

Infected food or water Vaccine, antibiotics

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Bacteria

Science and Life Issues

Science and Life Issues Transparency 31.1

germs

and are caused by

infectious

©2006 The Regents of the University of California

genes

environment

are

Diseases

lifestyle

and are caused by

combination of factors

noninfectious

Disease

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Name

Date

The Hunt is On

©2006 The Regents of the University of California

When instructed, find a person in your class who knows someone who has had one of the diseases shown in the boxes below. Have that person write his or her initials in the box with the name of the disease. Initial only one box on any person’s page, including your own.

Measles

Cystic fibrosis

Polio

Cold

Influenza (flu)

Mumps

Chickenpox

Hepatitis

Rabies

AIDS/HIV

Tetanus

Cholera

Tuberculosis (TB)

Mononucleosis (“mono”)

Alzheimer’s disease

Strep throat

Malaria

Ringworm

Diarrhea

Pneumonia

Heart disease

Diabetes

Cancer

Asthma

Sickle cell anemia

Science and Life Issues Student Sheet 31.1

C-31

Name

Date

Knowing About Disease Disease

You

Your Parent/Guardian

Your Grandparent/ Older Adult

AIDS/HIV Alzheimer’s disease Amoebic dysentery Anthrax Asthma Breast cancer Bronchitis Chickenpox Cholera Cold Cystic fibrosis Diabetes Diphtheria Ebola Hansen’s disease (leprosy) Hepatitis (A, B or C) Influenza (flu) Leukemia Lung cancer Lyme disease Malaria Measles Meningitis Mononucleosis Multiple sclerosis Mumps

©2006 The Regents of the University of California

Parkinson’s disease Pertussis (Whooping cough) Pneumonia Poliomyelitis (polio) Rabies Ringworm Rubella (German measles) Salmonella (food poisoning) Sickle cell anemia Strep throat Tapeworm Tetanus Tuberculosis (TB) Typhoid

Science and Life Issues Student Sheet 31.2

C-33

Name

Date

Disease Research Report Name of Disease:

1.

______________________________________________________________________

What causes this disease?

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2.

What are the symptoms of this disease? In other words, how do you know when you have this disease?

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3.

How is this disease spread among humans? Be as specific as possible.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4.

How can this disease be prevented? (If this disease cannot be prevented, explain why it cannot be prevented.)

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

©2006 The Regents of the University of California

5.

After someone has this disease, what is the medical treatment? (If there is currently no medical treatment, describe any research that is being done to develop a treament.)

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 6.

List two (2) important and/or interesting facts about this disease.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Science and Life Issues Student Sheet 31.3

C-35

Name

Date

©2006 The Regents of the University of California

PSA Panels

Science and Life Issues Student Sheet 31.4

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