Infectious diseases Lesson 1 - swallowhillresources -...

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B2 Keeping healthy

Lesson 1 Infectious diseases

Aims:

• describe how certain lifestyle-related diseases have grown in industrialized countries

• emphasize that infectious diseases remain a constant threat for the whole world population

• review physical and chemical barriers to infection

Resources Spec. Suggested programme

Textbook: Section A Notes

Start (10 minutes)

Introduce the Module through Presentation IB2.1 Introduction which contrasts past and present treatments for illnesses, illustrating the impact of increased medical knowledge.

Highlight infectious diseases shown and brainstorm different kinds of microorganisms, using Section A of the Textbook.

Explain how symptoms of infectious diseases may be caused.

Presentation IB2.1

Main (40 minutes)

1 Activity AB2.1 Reproducing bacteria suggests a number of short activities to illustrate rapid bacterial reproduction in suitable conditions.

One of the activities uses the activity sheet. Others are described in the Guidance notes. Select an appropriate activity for your students.

2 Activity AB2.2 Stopping growth measures the effects of tea tree oil on bacterial growth. (Note: a)

This activity introduces handling bacterial plates and interpreting zones of inhibition. (Note: b)

Activity AB2.1 (A G)


End (10 minutes)

Use Section A of the Textbook to introduce lifestyle-related diseases.

Emphasize the relative importance these have in industrialized countries.

Differentiation/Extension

F: Activities one or two from Activity AB2.1 Reproducing bacteria may be more suitable for slower working students.

B2.1.1

B2.1.2

B2.1.3

Homework

• Complete questions from Section A of the Textbook and Activity AB2.3 Natural barriers.

• Complete the relevant Workbook exercise.

Activity AB2.3 (A)

a Test plates should be made to determine concentration of stock solution to use. This will vary, depending on the brand of tea tree oil or face wash used.

b Activity AB2.2 Stopping growth is an opportunity for a Data Analysis acti vity.

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B2 Keeping healthy

Lesson 2 Fighting infection

Aims: • explain why people may have no symptoms of a disease but can still transmit it to others

• introduce white blood cells as part of the immune system and explain phagocytosis

• interpret and evaluate data from the tea tree oil experiment


Textbook: Section B Notes

Start (20 minutes)

Use Activity AB2.4 Getting infected class practical to illustrate the lag time between disease infection and commencement of symptoms.

Remind students that during this time rapid reproduction is occurring.

People may appear healthy but still be transmitting an infection.


Main (20 minutes)

1 Use Section B of the Textbook to introduce infected finger context and the immune system. Students answer the questions.

2 Illustrate inflammation and phagocytosis with Video IB2.2 Fighting infection: round one.

Activity AB2.5 Fighting infection: round one records key points (using the video and/or Section B of the Textbook).

Video IB2.2

Activity AB2.5 (A)

End (20minutes)

Look at the tea tree oil plates from the previous lesson.

Record zones of inhibition and combine class data.

Brainstorm focus questions for interpretation and evaluation of data. (Note: a)


Students will need differing levels of support with the interpretation and evaluation questions.

B2.1.4

B2.1.5

Homework

• Complete interpretation and evaluation of the tea tree oil data.


a This is an opportunity for a Data Analysis activity.

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B2 Keeping healthy

Lesson 3 Immunity

Aims:

• introduce antibody production by white blood cells to fight specific microorganisms

• explain why microorganisms may cause illness before the immune system can destroy them

• explain the meaning of the term ‘immunity’


Textbook: Section C Notes

Start (10 minutes)

In pairs students discuss the case of a common cold from Section C of the Textbook.

What type of microorganism is causing this illness?

What treatment is advised?

What is happening in the body which the doctor thinks will cure this illness?

Main (40 minutes)

1 Use Animation IB2.3 Fighting infection: round two to illustrate antibody production.

Activity AB2.6 Fighting infection: round two records the key points (using the animation and/or Section C of the Textbook).

2 Use Textbook Section C to introduce the concept of different antibodies for different microorganisms, and explains why immune microorganisms may cause illness before the immune system can destroy them.

3 Ask students if they would be worried to find out that someone in the class had a particular childhood disease, e.g. chicken pox. (Note: a)

Introduce the term ‘immunity’ to the class.

4 Use Activity AB2.7 Are you immune? to record the key points. (Note: b)

Animation IB2.3

Activity AB2.6 (A)

Activity AB2.7 (A)

End (10 minutes)

Contrast immunity to some illnesses, e.g. chicken pox, with recurrence of the common cold. A different antibody is required for each different microorganism, so the viruses causing different colds must be different. The virus must change (H: use the term ‘mutation’). (Note: c)


F: Sheet 1 only of Activity AB2.7 Are you immune?

B2.1.5

B2.1.6

B2.1.7

B2.2.1

Homework


a Those who have already had this illness may give that as a reason why they are not concerned, and may refer to being ‘immune’.

b Activity AB2.7 sheet 2 is for H Tier students only.

c This concept is developed further in the context of vaccine production for influenza.

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B2 Keeping healthy

Lesson 4 Vaccines

Aims: • introduce vaccines as a way of establishing antibodies before infection

• explain why new vaccines must be produced for influenza each year

• H: explain why it is difficult to develop a vaccine against the HIV virus


Textbook: Section D Notes

Start (10 minutes)

Ask students if they think they would be likely to contract polio or TB.

Introduce the idea of vaccination, and relate it to the graph of antibody level (see Activity AB2.7 Are you immune? or Section C of the Textbook).

Main (45 minutes)

1 Use Video IB2.4 Vaccine action to explain how vaccines function.

Use Activity AB2.8 Vaccine action to record key points (using the video and/or Section D of the Textbook).

Complete the Textbook questions 1 to 3.

2 Use the Textbook to explain why new influenza vaccines must be produced annually.

3 Complete the Textbook questions 4 to 6.

Video IB2.4

Activity AB2.8 (A)

End (5 minutes)

Vaccines contain a ‘usually’ safe form of the microorganism. Refer to TB scars. Do students think this response to the vaccine is minimal enough to consider the TB vaccine ‘safe’?


H: Include also reasons why it is difficult to produce a vaccine against the HIV virus. (Note: a)

All students: Some students may benefit from more directed questions for homework research.

B2.2.2

B2.2.3

B2.2.7

B2.2.8

Homework

• Research possible unwanted harmful effects for TB vaccine, and harmful effects of the illness itself. (Note: b)


a Useful website: www.unaids.org Use the ‘Resources’ section for information on symptoms and treatment (‘Fast facts about AIDS’) and epidemics (‘Epidemiology’).

b Useful website: http://netdoctor.co.uk (‘Diseases’ for information on TB, ‘Medicines’ for information on the vaccine)

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B2 Keeping healthy

Lesson 5 Vaccine policy

Aims: • review ideas of risk, and how no action can ever be described as completely safe

• introduce ethical questions of an individual’s right to choose versus the need for society to have a high take-up of vaccination programmes

Resources Spec. Suggested programme (Foundation)


Start (20 minutes)

1 Show Video IB2.5 Smallpox, which tells the story of mass smallpox vaccinations in the 1950s.

2 Describe variability in response to vaccination.

As with all medicines, a very few people will have unwanted harmful responses. (Note: a)

3 Discuss risk and benefit of TB vaccination (previous homework). Review the idea that no action can be described as completely safe.

4 Use Section D of the Textbook to briefly describe why it is advantageous to vaccinate a high percentage of the population against a disease.

A vaccination programme is not effective unless a large percentage of the population is vaccinated. Vaccination policy is based upon the benefit to the majority outweighing the possible risk of serious harmful effects to a few.

Video IB2.5

Main (25 minutes)

Activity AB2.9 What if everyone did that? provides a stimulus script and group discussion questions.

Students consider the issue of individual choice versus vaccination policy. (Note: b)


End (15 minutes)

Make brief notes to consolidate relevant IaS. For example, use questions from Section D of the Textbook, or build up bullet point notes.


Students could be supported in AB2.9 What if everyone did that? by initial directed reading tasks.

B2.2.4

B2.2.6

B2.2.9

Homework

• Complete Activity AB2.10 Vaccine scares – heard it all before? (Note: c)


Activity AB2.10 (A)

a The smallpox vaccination carried a risk of unwanted harmful effects, which during the mass vaccination programme occurred at a higher frequency than acceptable for a modern vaccine. Mass vaccination of the population is no longer a first-line option in the event of a breakout.

b Activity AB2.9 is adapted with kind permission from the ASE and Wellcome Trust. It was originally published in 2001 as part of the Science and Citizenship project, and on the ASE Science Year CD-ROM Can we; should we? Details can be found at: www.sycd.co.uk/

can_we_should_we/

everywhere/citizenship.htm.

c This can be discussed subsequently – answers not supplied.

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B2 Keeping healthy

Lesson 5 Vaccine policy

Aims: • explain why a large percentage of the population must be vaccinated in order to prevent

epidemics of the disease

• review ideas of risk, and how no action can ever be described as completely safe

• introduce ethical questions of an individual’s right to choose versus the need for society to have a high take-up of vaccination programmes

Resources Spec. Suggested programme (Higher)


Start (25 minutes)

1 Show Video IB2.5 Smallpox, which tells the story of mass smallpox vaccinations in the 1950s.

2 Use Section D of the Textbook to explain why a high percentage of the population must be vaccinated to prevent epidemics of a disease, and students complete question 7.

3 Clarify why it was possible to have a successful worldwide vaccination campaign for smallpox. (Note: a)

Video IB2.5

Main (25 minutes)

Two alternative activities are suggested. The most appropriate will depend on students’ prior knowledge.

1 a Activity AB2.9 What if everyone did that? provides a stimulus script and group discussion questions. Students consider the issue of individual choice versus vaccination policy. (Note: b)

OR

1 b Activity AB2.11 Is it worth it? contrasts TB vaccination policy in different countries, and parts of the UK. Students consider differences between government vaccination policies rather than individual choices.



End (10 minutes)

If Activity AB2.9 has been used, complete a record table. Alternatively, build up bullet point notes to ensure IaS have been covered.


Activity AB2.11 would be more appropriate if students covered immunization fairly extensively at KS3.

B2.2.4

B2.2.5

B2.2.6

B2.2.9

Homework

• Complete questions selected from Section D of the Textbook.


a Low mutation rate of virus and coordination of governments worldwide.

b Activity AB2.9 is adapted with kind permission from the ASE and Wellcome Trust. It was originally published in 2001 as part of the Science and Citizenship project, and on the ASE Science Year CD-ROM Can we; should we?. Details can be found at: www.sycd.co.uk/ can_we_should_we/ everywhere/citizenship.htm.

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B2 Keeping healthy

Lesson 6 Antibiotics

Aims: • introduce antibiotics as chemicals synthesized naturally by microorganisms, which kill or

inhibit the growth of bacteria and fungi, but not viruses

• illustrate that different antibiotics have different activity against particular bacteria

• introduce the concept of antibiotic resistance


Textbook: Section E Notes

Start (15 minutes)

1 Set up the demonstration in Activity AB2.12 Stilton culture.

Explain that as the bacteria reproduce they may synthesize natural antibiotics, to kill or inhibit growth of other microorganisms.

2 Ask quick class focus questions:

Who has taken antibiotics and what for?

Do doctors always give out antibiotics when you are ill?

Do students know of any risks associated with taking antibiotics?

3 Emphasize that all drugs carry some risks. When doctors prescribe treatments they judge that the potential benefits outweigh the risks.

Activity AB2.12 (G)

Main (35 minutes)

Activity AB2.13 Antibiotic action is a class practical. Students set up antibiotic discs on lawn plates to observe the effect on bacterial growth. (Note: a)


End (10 minutes)

1 Remind students that not all microorganisms are harmful. The body’s natural fauna provides protection from harmful microorganisms. Antibiotics upset the balance of naturally occurring microorganisms, allowing some to grow more rapidly. This is one risk of taking antibiotics (see Textbook Section B).

2 Ask students to suggest why some microorganisms survive the antibiotic.

Show any available ‘superbug’ media headlines.

Introduce the term ‘resistance’ for next lesson.


Students could investigate other factors: e.g. antibiotic concentration; microbial type.

B2.3.1

B2.3.2

Homework

Complete the relevant Workbook exercise.

a Activity AB2.13 Antibiotic action (i) is an opportunity for a Data Analysis skills assessment activity.

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B2 Keeping healthy

Lesson 7 Antibiotic resistance

Aims: • reinforce the idea of antibiotics as naturally synthesized chemicals which inhibit or kill

bacteria and fungi

• explain why restricted use of antibiotics and completion of a course of antibiotics decrease the rate of development of resistant bacterial populations

• H: explain how mutations may lead to populations of antibiotic resistant bacteria


Textbook: Section E Notes

Start (15 minutes)

1 Observe the rapid growth of the stilton or bacterial culture in Activity AB2.12 (previous lesson).

Explain how natural antibiotics synthesized by microorganisms help their growth by inhibiting or killing other competing microorganisms.

2 Pool class data from Activity AB2.13. One of these antibiotics should have had no effect on the bacterial growth. Refer to the population as being resistant to this particular antibiotic.

(Note: a)

Main (35 minutes)

1 Use Animation IB2.6 Antibiotic resistance to explain the development of antibiotic resistance. It could be used as a whole-class or pair activity.

Use Activity AB2.14 Antibiotic resistance (Note: b) to record the key points (using the Animation and/or Textbook Section E).

2 An alternative to Animation IB2.6 is Activity AB2.15 Demonstrating resistance, a hands-on modelling activity to illustrate the development of antibiotic resistance.

Animation IB2.6


Activity AB2.15 (G)

End (10 minutes)

Recap the importance of restricting the use of antibiotics and completion of any course of treatment in decreasing the rate of development of antibiotic-resistant bacterial populations.


F: Students do not need to recall details of mutation.

All students: Activity AB2.16 What do we really know about antibiotics? is a questionnaire for students to gather data about public knowledge of antibiotics. (Note: c)


B2.3.2

B2.3.3

B2.3.4

Homework

• Complete the data interpretation questions from Activity AB2.13 (if not previously completed).


a Distinguish between an individual bacterium within a population developing resistance, and the results they have collected, where a whole population has resistance to an antibiotic. This distinction is important in understanding the development of resistance. Natural selection is studied in depth in Module B3 Life on Earth, and coverage in this Module is not intended to extend any further than as given in the Specification.

b Sheet 1 is for F Tier students; sheet 2 is for H Tier students. Sheets 3 and 4 can be completed with the appropriate level of detail by either Tier.

c The data could provide stimulus for a Case Study based around antibiotic resistance

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B2 Keeping healthy

Lesson 8 Drug testing

Aims: • outline the process of testing new drugs for safety and effectiveness

Resources Spec. Suggested programme (Foundation)

Textbook: Section F Notes

Start (10 minutes)

Use Section F of the Textbook to introduce a person who has been offered the chance to take part in a trial of a new drug. What are the two most important things students would want to know if it was them?

will it work?

is it safe?

Main (40 minutes)

1 Use Section F of the Textbook to explain drug development and testing processes.

2 Remind students why the drug cannot be guaranteed completely safe. Even though drugs are tested on people, a few other people may have harmful unwanted effects.

3 Students complete questions from Section F of the Textbook.

4 Activity AB2.17 Drug data provides students with information on three unknown drugs, A – C, two of which are alcohol and nicotine. In small groups they decide which drug appears to have the most harmful effects. (Note: a)

Activity AB2.17 (A) Presentation IB2.7

End (10 minutes)

1 Groups feed back their decisions on each drug A – C (Activity AB2.17 Drug data).

2 Identify the drugs.

In small groups, students can brainstorm reasons, discuss why alcohol and tobacco are not restricted in the same manner as prescription drugs. (Note: b)

Differentiation/extension

Students may require more support in their discussion activity, e.g. give a list of possible reasons and ask students to rank them in order of priority.

B2.3.5

B2.3.6

Homework


a Alternatively, Presentation IB2.7 Drug data presents the information in a PowerPoint presentation for class discussion.

b This could be used as a stimulus for a Case Study.

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B2 Keeping healthy

Lesson 8 Drug testing

Aims: • outline the process of testing new drugs

• explain the use of blind and double-blind tests, and why placebos are not commonly used in human trials

Resources Spec. Suggested programme (Higher)

Textbook: Section F Notes

Start (10 minutes)

Use the Textbook to introduce a person who has been offered the chance to take part in a trial of a new drug. What are the two most important things students would want to know if it was them?

will it work?

is it safe?

Main (40 minutes)

1 Use Section F of the Textbook to explain the drug development and testing process.

2 Remind students why any drug cannot be guaranteed completely safe. Even though drugs are tested on people, a few other people may have harmful unwanted effects from the drug.

3 Students complete Textbook questions from the first part of section F.

4 ‘A glass of cola contains enough caffeine to raise a person’s heart rate by 5 beats per minute.’

Hold a 10-minute brainstorm – how would students test this statement? Produce an outline design for an experiment to do this.

5 In pairs, or with two students performing for the class, act out the short script in Activity AB2.18 Clinical trials. The script introduces the terms blind, double-blind, and placebo.

6 Having learnt about these methods, students make two or three positive and/or negative comments about their cola trial design.


End (10 minutes)

Complete questions from Activity AC4.18 Clinical trials.


Questions 4–5 from Activity AB2.18 are extension questions.

B2.3.5

B2.3.6

B2.3.7

B2.3.8

Homework

• Complete questions from the second part of Section F of the Textbook.


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B2 Keeping healthy

Lesson 9 The circulatory system

Aims: • introduce the blood circulatory system

• explain differences in structure of arteries and veins, and the role of coronary arteries

• describe in outline coronary heart disease


Textbook: Section G Notes

Start (20 minutes)

1 Video IB2.8 Blood vessels has stimulus photographs to review an outline of the circulatory system and introduce arteries and veins.

2 View microscope sections of an artery and a vein if available.

3 Complete question 1 from Section G of the Textbook.

Video IB2.8

Main (30 minutes)

1 Use Section G of the Textbook to describe how a coronary artery may become blocked, and the potential consequences.

2 Activity AB2.19 Heart dissection is a class practical (Note: a). Emphasize:

how, like any muscle in the body, heart muscle requires its own blood supply to provide raw materials for respiration

that coronary arteries provide blood supply to heart muscle. (Note: b)


End (10 minutes)

1 Recap the role of coronary arteries.

2 Introduce the homework questionnaire.


Video IB2.9 More about cholesterol and blood pressure provides extension material for some students.

Video IB2.9

B2.4.1

B2.4.2

B2.4.3

Homework

• Complete the questionnaires in Activity AB2.20 Healthy lifestyle?



a You may prefer to demonstrate the heart dissection. With a large class a flexicam would be useful.

b Students often hold misconceptions relating to an explanation of increased heart rate during exercise.

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B2 Keeping healthy

Lesson 10 Heart disease

Aims: • identify risk factors associated with heart disease

• describe ways of reducing risk for individuals

• explain variability in risk for individuals due to the complexity of genetic and environmental causes


Textbook: Section G Notes

Start (10 minutes)

1 Review the role of coronary arteries from the previous lesson.

2 Activity AB2.21 Heart disease provides a set of true or false questions to recap knowledge and understanding. (Note: a)


Main (30 minutes)

1 Use Video IB2.10 Heart attack to show what happens during a heart attack, and outlines risk factors.

Students should amend their answers to Activity AB2.21 if necessary.

2 Show Video IB2.11 The risk factors. Students identify the risk factors for the two patients shown.

3 Activity AB2.22 The risk factors is a group activity in which students identify risk factors for different patients, and suggest ways in which they could reduce their risks.

Ask groups to report their conclusion for a particular individual.

Summarize key points from individual cases (see Guidance).

Video IB2.10

Video IB2.11


End (20 minutes)

1 Review homework Activity AB2.20 questionnaires following this work on risk factors.

2 Begin consolidation questions from Section G of the Textbook.


All students: Video IB2.11 Smoking, provides more information on this risk factor.

Video IB2.12

B2.4.4

B2.4.5

B2.4.6

B2.4.7

Homework

• Complete questions from Section G of the Textbook.


a Heart disease is a very general term. These lessons focus on heart attacks.

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B2 Keeping healthy

Lesson 11 Epidemiological studies

Aims: • recap correlation and cause terminology

• explain the distinction between correlation and cause

• introduce epidemiological studies


Textbook: Section H Notes

Start (10 minutes)

Use Section H of the Textbook page to explain the distinction between correlation and cause in the context of smoking and lung cancer.

Main (40 minutes)

1 Show Video IB2.13 Heart disease – the evidence to introduce epidemiological studies through the British Regional Heart Study (BRHS).

2 Activity AB2.23 A town called Framingham asks students to looking critically at health studies.

(Note: a)

Introduce Framingham as a key study which has studied women as well as men.

Explain that the BRHS, and later studies involving women, children, and other groups, build on the findings of the Framingham study.

Discuss the features of this study in terms of the production of valid results and sketch graphs to show correlations (diet, exercise, and smoking). Discussion should emphasize the IaS, but note some are developed further in the next lesson.

Video IB2.13


End (10 minutes)

Show Video IB2.14 Other risk factors to present evidence from epidemiological studies relating to other potential risk factors, alcohol and stress.

Video IB2.14


The depth of explanation required for F and H students varies considerably.

B2.4.8

Homework

• Bring in to the next lesson a newspaper report claiming health risks or benefits from any particular factor.

• Complete consolidation questions from the Textbook.


a The Textbook Section H provides support for discussion of epidemiological studies. Students do not need to recall the term ‘epidemiological’.

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B2 Keeping healthy

Lesson 12 How good is this study?

Aims: • develop critical analysis of epidemiological studies

• describe the limitations of media reports of findings from epidemiological studies


Textbook: Section H Notes

Start (10 minutes)

Look at media stories students have brought in, or alternatively show a headline story on OHT.

Explain that media reports may sometimes misrepresent a study in an attempt to get an engaging headline. Preliminary findings may be presented too strongly and data may later be found to be unreliable.

Main (40 minutes)

1 In Activity AB2.24 How good is this study? students use their critical skills to analyse an epidemiological study.

You may wish groups to look at different studies, or focus on only one for a tighter plenary session. Details from a recent, topical study could be substituted for those provided.

2 Give students the basic details of a recent health study and ask them to produce a short report for a local newspaper.

Brainstorm criteria, for example, audience, length, type of newspaper.

The class could be encouraged to select one of the reports to forward to the local press.


End (10 minutes)

Students review the report of another group for accuracy, interest, and style.


All students: Students could analyse a media story to judge whether they think it portrays the findings of a study accurately. (Note: a)

B2.4.8

Homework

• Complete the Section H Textbook questions.


a Use of terms: speculation, opinion, fact, etc. can be revised using Activity AB1.24. Excellent resources exploring science through the media have been produced by Ruth Jarman and Billy McCune at Queen’s University, Belfast contact: [email protected] for further details.

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B2 Keeping healthy

Cover lesson A Natural barriers

Aims: • describe key elements of the body’s natural barriers to infection and the immune system

• review how disease symptoms are caused by microorganisms via direct damage to cells or by toxins

• explain why a different antibody is needed to recognize each different type of microorganism


Textbook: Sections A, C Notes

Start (20 minutes)

Use Sections A and C of the Textbook to help complete the statement ordering Activity AB2.25 Body invaders.

The statements describe the journey of invading microorganisms through the body’s natural barriers, and encounters with the body’s immune system.

Activity AB2.25 (A)

Main (20 minutes)

Answer questions from Section C of the Textbook.

End (20 minutes)

Complete Activity AB2.26 If the antibody fits.

Students apply their knowledge of the immune system to decide which diseases individuals are immune to.



F: Students may require scissors/glue if they are cutting statements in Activity AB2.25 rather than writing on the sheet or in their books.

B2.1.1

B2.1.3

B2.1.4

B2.1.5

B2.1.6

Homework


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B2 Keeping healthy

Cover lesson B Vaccination – for free?

Aims: • review how vaccinations provide immunity

• apply Ideas about Science developed in this module to different contexts


Textbook: Sections C, D, H Notes

Start (10 minutes)

1 Recap with students what a vaccine does (supported by Section D of the Textbook).

2 Ask if any students have had any ‘extra’ vaccinations before travelling to another country.

Main (25 minutes)

Activity AB2.27 Who should pay? draws on students’ understanding of IaS6.

Students consider whether individuals should pay for certain vaccinations, whilst others are funded by the NHS.


End (25 minutes)

Activity AB2.28 Antibiotics crisis?

Students work in pairs, each analysing a different news report (sheets 1 and 2).

They then compare their reports, which have very different viewpoints on the story of antibiotic crisis, and complete the remaining questions together.

Activity AB2.28 (A)


All students: The last section of both activities are extension activities.

B2.2.2

B2.2.9

Homework


Infectious diseases Lesson 1 - swallowhillresources -...

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