EDUC4730H Assignment 2 Breandan Wolff

207-2459

Stage 1 Biology: Semester 1, Term 2.

Topic 2: Infectious Disease. (This is a modification of SACE LAP 3 & 4 – condensed into a 5 week program).

Timing Science Activities/teaching strategies Science Inquiry Science as a Additional explanation or

Understandings Skills Human material.
Endeavour
Term 2
Week 1
Lesson 1 & 2 Introduction to disease - Whole class discussion on what distinguishes Look at electron
What is an infectious infectious disease from non-infectious diseases microscope diagrams of
disease? including genetic and lifestyle diseases. the different types of
pathogens e.g. bacteria,
Provided with a List of diseases - research and viruses etc. to
What is a pathogen? identify pathogens, symptoms, treatment and investigate size, scale
share back to class. (Class to identify range of and structure of
pathogens) pathogens.
Lesson 3 How do we become Use examples of pathogens to describe how Use animations to model
infected by a pathogen? pathogens may be transmitted between hosts e.g. the entry of viruses and This appears to cover a lot of
air = common cold (through droplets) or faeces = other pathogens into material in one lesson but it will be
Salmonella or worms. cells. E.g. covered further in the lessons
How do pathogens cause http://highered.mheducat
assigned to “ the immune system”
disease? Describe how pathogens and host cells recognise ion.com/sites/007255678
1/student_view0/chapter and “Immunity types”
each other.
Explain that some pathogens enter cells to survive 18/animation_quiz_1.htm
l
and reproduce.
Describe the basic concept of molecular
recognition e.g. pathogens binding to cellular
receptors.
Explain that some pathogens must enter cells to
ensure their survival, replication and to evade the
immune system.
Lesson 4 Describe the methods by Transmission Prac & analysis : Factors
affecting transmission of pathogens. Task 6 Design
which pathogens may be Investigation
transmitted between hosts, In Part A, students will
such as: air; dust; direct This is the deconstruct component of the research the question
contact; faeces; food; practical for next lesson. “Does hand soap
animals. actually reduce the
spread of bacteria?”

1 of 8
EDUC4730H Assignment 2 Breandan Wolff
207-2459

Week 2 Science Understandings Activities/teaching strategies Science Inquiry Skills Science as a Human Additional explanation
Endeavour or material.
Lesson 1 & 2 Task 6 Design A double lesson to undertake the
Pathogen transmission Students have the double lesson to complete the Investigation practical in a group.
practical component (in groups)
(see SACE Task 06)
In Part B, students will
use a method that has
been provided to
complete the practical
and identify an
appropriate hypothesis
and variables.

Lesson 3 Investigate, with the use

Transmission modelling
Computer modelling to show how disease spreads of computer modeling, Alternative simulators (better)
quickly through populations. how infectious disease https://www.learner.org/courses/envsci/in
can become an epidemic teractives/disease/
Can be applied to both human and animal or pandemic (e.g.
populations. Recent epidemic of a bacteria (or cholera). Very complex (Royal Veterinary College)
fungus) www.shodor.org/interacti https://royalveterinarycollege.shinyapps.i
vate/activities/SpreadofD o/epidemix/
isease/

Lesson 4 Summative SHE Task:

Disease Control Methods (Intro
to SHE Task)
Evaluate strategies to control the spread of Teacher selected or
diseases, such as: Student selected of a
 site planning disease outbreak.
 water supply Risk, Spread and
Control
 sanitation and hygiene e.g. Ebola, SARS,
 food supply bubonic plague, cholera
etc.
 health education.
Propose and critique strategies for the control of
hypothetical disease outbreaks.

The SHE Task is discussed briefly at the end of

this lesson and tash sheet handed out. Students to
consider disease choice and do some preliminary
research over the weekend.

2 of 8
EDUC4730H Assignment 2 Breandan Wolff
207-2459

Week 3 Science Understandings Activities/teaching strategies
Lesson 1 & 2
Disease Control Methods and Use case studies from history and recent times to
(Disease Control
ethical considerations. investigate epidemics and pandemics (e.g. Ebola,
Methods) (SHE)
SARS, cholera or bubonic plague). Examine the
Historical outbreaks factors involved in the spread and control of these
outbreaks.
Discuss the ethical implications of controlling the
spread of disease by:
 quarantine
 access to medications/vaccines
considering the location of the outbreak
Students are to work on research and writing up
the SHE Task (in class lesson 1 of 4)
Science Inquiry Skills Science as a Human Additional explanation
Endeavour or material.
As a means of allowing students to link to
Ethics of surveillance both historical and current affairs – online
and quarantine (CDC) articles connecting to the Black Death
https://www.cdc.gov/sur like :
veillancepractice/index. https://www.history.com/topics/middle-
html ages/black-death and
https://www.livescience.com/64992-how-
flu-becomes-pandemic.html which
discusses a potential future flu pandemic.
While these articles do not go into
specifics of pathogens and transmission
they do provide a background for the
pace of transmission and effects of a fast
spreading disease. (ties into L3 &4)

Lesson 3
(SHE)

Students are to work on research and writing up

the SHE Task. (in class lesson 2 of 4)

Lesson 4
(Immune System) The human immune system
protects the body against Discuss entry points for pathogens into the human
disease by: body, including:
 physical barriers  wounds
 innate (non-specific)  respiratory surfaces
immune response  reproductive routes
 the adaptive (acquired)  digestive system.
immune response.
The different responses work
together to neutralise or
prevent entry of pathogens.
Describe the function of the
various physical barriers that
exist to prevent the entry of
pathogens.

3 of 8
EDUC4730H Assignment 2 Breandan Wolff
207-2459

Week 4 Science Understandings Activities/teaching strategies Science Inquiry Skills Science as a Human Additional explanation
Endeavour or material.
Lesson 1 & 2
Many organisms have an Describe the function of the components of the Innate Immune system
(Immune System)
innate (non-specific) immune innate (non-specific) immune system https://www.youtube.com/watch?v=Pzun
(SHE)
system to the presence of OgYHeyg
pathogens.
 Recognise that the innate
(non-specific) immune
system is the second line of
defence with responses that Students are to work on research and writing up
are non-specific. the SHE Task. (in class lesson 3 of 4)
 Describe how the adaptive
(acquired) immune
response reacts specifically
to antigens.

Lesson 3 Describe how the human body

(Immune System) responds specifically to foreign
antigens via the adaptive
(acquired) immune system.
Describe the function of the components of the Video of immune system
adaptive (acquired) immune response. response to bacteria
https://www.youtube.co
m/watch?v=skPtWocTK
dU or

https://www.youtube.co
m/watch?v=zQGOcOUB
i6s

Lesson 4 Teacher created Powerpoint slides as

(Immunity Types Exposure to an antigen is Compare acquiring immunity via active and information and triggers for discussion
& Vaccination) required for acquired passive mechanisms. Examples include: points on active and passive acquisition.
immunity. This may be antibodies in breastmilk, vaccinations, and the
acquired through passive or importance of booster vaccinations.
active processes.
Why is booster vaccinations necessary if the
Passive immunity may be
immune system has memory (cells)?
acquired from maternal
antibodies or antibody serum
Discuss the reason why vaccinations are critical
injection.
for disease control and extinction.
Active immunity may be
acquired through natural
exposure to a pathogen or
through vaccination.

4 of 8
EDUC4730H Assignment 2 Breandan Wolff
207-2459

Week 5 Science Understandings
Lesson 1 & 2
(Immunisation; The terms Vaccination &
SHE) Immunisation are used
interchangeably by the general
public. Is there a difference?
Activities/teaching strategies Science Inquiry Skills Science as a Human Additional explanation
Endeavour or material.
The Anti-Vax movement has a very long
The anti-vaccination movement is extremely vocal, Students to briefly look history – It’s not a recent phenomena.
getting its message across more effectively than at the information
doctors and scientists are promoting the need for available online by the
https://www.historyofvaccines.org/index.p
vaccinations. Discuss. anti-vacs community.
hp/content/articles/history-anti-
With knowledge gained
vaccination-movements
about immune system
The second half of this double lesson is provided and transmission, in
to students as the last in class session for work on groups, discuss and
research and writing up the SHE Task. (in class report back
lesson 4 of 4)

Lesson 3
(Revision) Students will be provided with this lesson to revise There are 7 handouts covering aspects
for the test in the next lesson. of the topic.
The teacher will supply a series of handout sheets
which provide short answer and definition type The teacher may provide model answers
questions covering all elements of this unit on at the end of the class if students want to
Infectious Disease. check their answers (revising at home)

Students are advised to work through those

handouts with which they think they will have the
most difficulty and ask questions of each other and
the teacher.
Students can work in groups on the same or
different handouts if they think that will be more
helpful.

Lesson 4
(Test & SHE Topic Test Lesson 4 is just before lunch, so even
though 40 minutes is assigned for this
Handup)
test in a 50 minute lesson – late starts or
Hand up SHE assignment students requiring additional time can
overflow into part of lunch without
disturbing other class schedules.

5 of 8
EDUC4730H Assignment 2 Breandan Wolff
207-2459

Review of Resources
Resource 1: (SACE Teaching and Learning Program 3 & 4)
http://highered.mheducation.com/sites/0072556781/student_view0/chapter18/animation_quiz_1.html - Animation Quiz 1 -
Entry of Virus into Host Cell.

The resource appears to be part of a Higher Education online course on Microbiology and while it is
brief (only about 90 seconds) the terminology used is complex. The video demonstrates two methods
of virus entry into a cell and the diagrammatic representations are very good. The Teaching and
Learning programs include this resource as part of the first two weeks of the Infectious Disease (ID)
topic. The earlier SACE Stage 1 Biology topic on cells covers the cell membrane and protein
components mentioned in the video but the rest will require some serious lead up work. I included
the resource because SACE already had it there and it seemed to fit. It would be preferable to use
this as a way to end a lesson which covered virus entry into cells or as a recap at the start of the
following lesson. The resource is a “Flash applet” meaning students on iPads may be unable to run it.
Other (simpler - for the purposes of lead in information) videos would be used at the start. The video
below is for how the Ebola virus enters your cells and starts at a simpler level which can be built up
to the complexity of Resource 1.
https://www.youtube.com/watch?v=BHQUp-R0q9U or

https://www.youtube.com/watch?v=7KXHwhTghWI “What is a virus? How do viruses work?”

Resource 2: (SACE Teaching and Learning Program 4)

https://www.sace.sa.edu.au/documents/652891/5c87d59d-7743-440a-b6ba-854f71c55f7d - Stage 1
Biology - Task 6 : Investigations Folio.

This is a practical task and deconstruction. There is limited information on the sheet itself beyond the
“question to be considered” and instructions for students to complete the deconstruction
individually and the practical as a group. This resource is generally associated with the “physical
barriers as elements of the immune system” section of the topic outline but in this instance I have
connected it with “methods by which pathogens may be transmitted”. It works equally as well here
and means that students will be able to apply the knowledge and skills acquired here to the immune
system when it is covered in class. Given the unit outline above, it may be necessary for the teacher
to make this a formative task and direct certain elements of the deconstruction in order to not need
to spend 4 lessons completing this component.

Resource 3: (SACE Stage 1 Biology Outline)

http://www.shodor.org/interactivate/activities/SpreadofDisease/ - Modelling the Spread of Disease.

This is a nice mathematical simulator that applies to the ID biology topic. Some parameters can be
set and the “game” data is displayed in graphs or tables. The site also provides a sheet of questions
(3) for students to consider different types of infection and how they should adjust the parameters to
model transmission effectively.
http://www.shodor.org/interactivate/media/worksheets/Spread_Of_Disease_Exploration_Questions
__doc
There are alternatives that offer different options including the ability to set percentage of
population vaccinated which will be beneficial later in the topic when discussing immunity and
vaccination/immunisation.

6 of 8
EDUC4730H Assignment 2 Breandan Wolff
207-2459

https://www.learner.org/courses/envsci/interactives/disease/disease.html This one has a bit of a

“fantasy fiction” quality to it with preset diseases “Kold, Neasles, Impfluenza and Red Death”, which
are easily relatable by students.

There are far more complex models available online which may interest students but are generally
well beyond the level of involvement required at this year level.

Resource 4: (SACE Stage 1 Biology Outline)

www.asm.org/index.php/scientists-in-k-12-outreach/classroom-activities/23-education/k-12-teachers/8206-
outbreak-investigating-epidemics - Classroom physical activity.
Not the best option to include in a year 11 subject. Firstly the link promoted by the SACE subject
outline is inactive and it is quite difficult to locate its new link
https://www.asm.org/getattachment/86509dfd-9d0f-44ac-8d98-ce8bec47e520/outbreakbwpdf-
final.pdf . Secondly, this activity is targeted at Grade 5 – 8 students, which means that it may not be
seen as particularly relevant or worthwhile to students at this level. It does however present an
opportunity for students to get up and move around and interact with the whole class, if it can be
presented to them as a valid demonstration scenario. The linked file presents the task as a practical
investigation but at Year 11 would be best presented as a quick classroom activity to show how
quickly disease can spread through a community. The age group has the interest in the topic and the
ability to follow directions so that simple modified handshakes could be used to represent “carriers”
spreading disease and then follow the general method outlined in the resource.

Resource 5: (SACE Stage 1 Biology Outline)

http://ehsc.oregonstate.edu/files/ehsc7/John%20Snow%202.05.pdf - Refer to John Snow and The Cholera
Epidemic.
This is a complete epidemiological (& historical) study into determining the causes of disease and
preventing their spread. The full resource suggests that it will take almost 4 complete lessons to
complete the research and activities. Teaching and Learning Program 4 offers almost enough time to
cover this within the timeframe provided, but anyone following Program 3 will struggle to allocate
sufficient time. The resource has a lot of information that students can use to aid with their
deconstructions, providing a thought process to identify sources of infection and isolate them. The
historical component of the resource could be used as the basis of a SHE task, but would require
linking to current events or research.

7 of 8
EDUC4730H Assignment 2 Breandan Wolff
207-2459

Prepared Resource
See attached – Appendix A

Describe how you will use your prepared resource.

As a way to maintain interest I would link large parts of the curriculum topic to the development of
the “plague” in my resource. The current popularity of “zombies” and the “zombie apocalypse”
(pandemic) can be tied to the development of a fictitious zombie infection, similar in approach to the
SHE task which suggests an outbreak in a small South Australian town. Students will decide elements
of the infection as they progress through the topic for example when they start the unit and discuss
what a pathogen is - the class can select the type of pathogen that will be developed and accidentally
released. There are naturally occurring “zombies” so the genetics and cell level components of the
topic can be discussed in terms of how this may have been modified to become an infectious disease
in humans rather than a fungus that affects ants.

8 of 8