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Documenti di Cultura
Disease
Grade 6
North Middle School
Westfield, MA
Kelly Haines
Springfield College
Springfield, MA
April 2015-May 2015
Unit Outcomes
Unit Objective:
Unit Outcomes
Reference
MA
Assessments
CF
Standards
by number
8.5
Day 1:
1. Disease Classification Relay
2. Simon Snerdley Worksheet
1. Essential Questions:
Day 5
1. Disease Test
8.6
Day 2:
1.Disease Information Sheet
2. Essential Questions:
Day 5:
1. Disease Test
8.7
Day 3:
1. Name that Pathogen
3. Essential Questions:
2. Give Me Five
Day 5:
1. Disease Test
8.8
Day 4:
1. Showing Concern through
Role Play
4. Essential Questions:
Day 5:
1. Disease Test
6th
Day 2
Day 3
Focus: Pathogens;
Antibiotics
Outcomes: SWBAT
Identify ways individuals
can reduce risk factors
related to communicable
and chronic diseases.
Outcomes: SWBAT
Describe the importance
of early detection in the
preventing the
progression of the
disease.
Essential Question:
Essential Question:
-Why is it important to
detect a disease early?
Outcomes: SWBAT
Explain the need to follow
prescribed health care
procedures given by
parents and health care
providers.
Essential Question:
-What are the major
differences between
pathogens? How do
antibiotics treat illness?
Supplies/Materials/Tec
hnology:
1. Pathogen Notes
2. Pathogen Signs
Supplies/Materials/Tec
hnology:
1. Disease Professional
Assignment Sheet
1. Communicable/Noncommunicable diseases
2. Disease Relay
Envelopes
3. Posters (6)
Learning activities
including
3. Simon Snerdley
Reading Passage/WS
5. Disease Information
Sheet
4. Markers
Learning activities
including
Learning activities
including
pedagogical
strategies:
pedagogical
strategies :
pedagogical
strategies:
1. Think Pair ShareWhere do diseases come
from?
1. Note TakingStudents will take notes
on Pathogens and
antibiotics
2. Name that
Pathogen- Students will
work in groups and be
given a sign for each type
2. Disease Relay
-Students will be given an
envelope with 10 different
diseases inside of it
students will have to
classify the disease as
communicable or noncommunicable. Students
will work in groups to
determine which disease
is communicable or noncommunicable the goal of
this activity is to be the
first team with all of the
diseases in the correct
places.
3. Simon Snerdley
Reading and
Worksheet: The
worksheet includes a
reading passage followed
by a worksheet that
relates to communicable
disease and risk factors
involved with
communicable disease.
4. Bizarre Brutus
Reading and
Worksheet- Bizarre
Brutus reading and
worksheet highlights risk
factors associated with
non-communicable
diseases.
Assessment(s):
1. Communicable vs. NonCommunicable Team
Relay
2. Simon Snerdley
Worksheet
3. Bizarre Brutus
Worksheet
Day 4
Day 5
Outcomes: SWBAT
Describe how to
demonstrate safe care and
concern toward ill and
disabled persons in the
family, school and
community.
Essential Question:
-How do you care for
someone who is ill without
putting yourself at risk?
Supplies/Materials/Techn
ology:
1. Illness Scenarios
2. Illness Scenario Solution
Worksheet
3. Jeopardy Game
Learning activities
including
pedagogical strategies:
1. Scenario Solutions Students will be given a
Outcomes: MACF
Standards 8.5, 8.6, 8.8
Supplies/Materials/Tec
hnology:
1. Disease Test
Learning activities
including
pedagogical
strategies:
1. Disease Teststudents will be given
class time to complete
the disease test.
Assessment(s):
1. Disease Test
disease scenario- as a
group they will have to
decide if the disease is
communicable or noncommunicable and decide
what they would do to
reduce risk factors for
themselves and others as
well as care for the ill
individual. Groups will be
given time to complete
their scenario solution
sheet and present their
scenario and solution to the
class.
2. Jeopardy Review for
Test
With remaining time
teacher will use jeopardy
game to review for test.
Assessment(s):
1. Illness Scenario Solution
Sheets
Tests- 25%
Tests will be given throughout the trimester to assess knowledge of content. Tests are a
traditional form of assessment that will be given for certain units. Students will be
notified at ahead of time before a test and will be expected to student to ensure their
success.
Projects- 25%
Projects will include both in class and out of class assignments. In most cases, students
will be given class time to complete projects. Students that do not complete projects in
class will be expected to finish projects outside of class. While completing projects
students are encouraged to show creativity while representing health content accurately
and appropriately.
o Hereditary Factors
o Diet
o Other Risk Factors
Smoking
Alcohol
Physical Inactivity
Stress
o Good hygiene
o Washing food
o Dont share drinks
o Cough etiquette
o Getting enough sleep
Disease Relay
Students will have the following diseases in an envelope with a
short description of each disease. Using the information that they
just learned about they will have to create two different
classifications for these diseases and organize them so that they
fit into each category. Students will complete this activity in a relay
race format. They will work as a group to complete this activity.
The goal of this activity is to have the diseases in the correct
groups and to identify the differences between communicable and
non-communicable diseases.
Heart Disease
Plaque buildup thickens and stiffens artery walls, which can inhibit blood flow through your arteries to your
organs and tissues. Atherosclerosis is also the most common cause of cardiovascular disease. It can be
caused by correctable problems, such as an unhealthy diet, lack of exercise, being overweight and smoking.
Cancer
Causes of cancer: include genetic factors; lifestyle factors such as tobacco use, diet, and physical activity;
and environmental exposures to different types of chemicals and radiation.
Chickenpox
The varicella-zoster virus causes chickenpox. Most cases occur through contact with an infected person.
The virus may be contagious several days before blisters appear, and it remains contagious until all blisters
have crusted over. It is spread through saliva, coughing, sneezing, and contact with blisters
Diabetes
In type 1 diabetes, the body no longer makes insulin because the body's own immune system has attacked
and destroyed the cells where insulin is made. The cause of this isn't entirely clear but it may include genetic
risk factors and environmental factors.
Strep Throat
The cause of strep throat is bacteria known as Streptococcus pyogenes, also known as group A
streptococcus. Streptococcal bacteria are highly contagious. They can spread through airborne droplets
when someone with the infection coughs or sneezes, or through shared food or drinks.
Asthma
Since asthma has a genetic origin and is a disease you are born with, passed down from generation to generation, the
question isnt really what causes asthma, but rather what causes asthma symptoms to appear? People with asthma
have inflamed airways which are super-sensitive to things which do not bother other people. These things are called
"triggers."
HIV/AIDS
HIV infection is caused by the human immunodeficiency virus. You can get HIV from contact with infected
blood or bodily fluids. Another common way of getting it is by sharing drug needles with someone who is
infected with HIV.
Alzheimers
Scientists believe that for most people, Alzheimer's disease results from a combination of genetic, lifestyle
and environmental factors that affect the brain over time.
Rabies
Rabies infection is caused by the rabies virus. The virus is spread through the saliva of infected animals.
Infected animals can spread the virus by biting another animal or a person. In rare cases, rabies can be
spread when infected saliva gets into an open wound or the mucous membranes, such as the mouth or eyes.
Name: ____________________________
________
Period:
Disease Notes
Name:
Signs and Symptoms:
Communicable or Noncommunicable
Treatments:
Name:
Signs and Symptoms:
Communicable or Noncommunicable:
Treatments:
Name:
Signs and Symptoms:
Communicable or Noncommunicable
Treatments:
Name:
Signs and Symptoms:
Communicable or Noncommunicable
Treatments:
Name:
Signs and Symptoms:
Communicable or Noncommunicable
Treatments:
Name:
Signs and Symptoms:
Communicable or Noncommunicable
Treatments:
Name: _____________________________
Period: __________
Exit Slip
Directions: Based upon the presentations that you have seen today, please answer the
following questions.
1. Why is it important to detect a disease early?
Name: _____________________________
Period: __________
Exit Slip
Directions: Based upon the presentations that you have seen today, please answer the
following questions.
1. Why is it important to detect a disease early?
Pathogen Notes
Pathogen: a disease causing agent
Types of Pathogens:
1. Bacteria- can be treated with
antibiotics
Examples include: strep throat, lyme disease,
whooping cough
2. Virus- smallest pathogen that cannot be cured
Examples include: Chickenpox, Flu, Common Cold
3. Fungi- ring warm, athletes foot, and warts
How are pathogens spread?
Indirect Contact
Direct Contact
- Non-living things:
- Touching
o Kleenex
- Coughing
- Sneezing
o Desk surface
- Animal
o Cell Phone
- Food
o Ground
- Water
o Door handle
- Insects
Body Defenses: ways our bodies try to eliminate pathogens
Examples: (Will use body map to show and explain body defenses)
Pain
Cilia
Sweat
Saliva
White Blood Cells
Skin
Bleeding
Stomach Acid
Urine
think applies. Make sure your group agrees on before you choose
your final answers.
1. Sara got the flu shot this year but still came down with the flu. The
pathogen that causes the flu has the ability to alter itself. It is constantly
changing which is why the flu shot is not guaranteed to stop this pathogen.
The worst part about having the flu is that Saras doctor said that she has to
let the flu run its course. There is not medication that he can give her to
treat her illness.
A: Virus
2. Jose woke up with a cough, runny nose, inflamed eyes, sore throat, fever
and a red, blotchy skin rash. He never had the measles vaccine when he
was a baby. Joses doctor told him to take fever reducers such as Tylenol,
Motrin or Advil but cannot prescribe him anything to treat the Measles.
A: Virus
3. Michael just came back from West Africa where he was volunteering at a
childrens hospital. Many of the children at the hospital had Ebola. Two
weeks after he arrived back in the states he had a fever, headache, muscle
pain, diarrhea, and was vomiting often. His doctor diagnosed him to have
the disease. They hospitalized Michael but could not treat his disease.
Michael survived the disease but it took him a month and a half to
completely recover from the disease.
A: Virus
4. Gary has been hiking the Appalachian Trail for the past 2.5 weeks. It has
been raining for a week and a half straight, and Gary has become sick of
hiking in his soggy boots. When he took his boots off to dry his feet he
noticed that his toenails had turned yellow and were cracking. His toenails
dont hurt but he has never had this problem before.
A: Fungal
Pathogen Cards
VIRUS
BACTER
IA
FUNGU
S
Name: ________________________
Period: ________
Give Me Five
Directions: Trace your hand below and give me five facts (one
on each finger) that you learned about antibiotics from the fact vs.
myth activity.
Communicable
NonCommunicable
Pathogens
Disease
Professional
s
Caring for
Someone
Who is Ill
Miscellaneo
us
100
A disease
causing
organism.
Alzheimers is
which type of
disease
What type of
pathogen can
an antibiotic
cure?
200
How can
bacterial
infection be
fought?
How do you
reduce your
chances of
contracting
Athletes Foot?
300
HIV/AIDS is an
example of which
type of disease.
Give two
examples of a
fungal
infection.
Identify 3 ways
you can reduce
your chances
of contracting
Influenza?
400
To reduce risk
factors of this type
of disease you can:
use proper coughing
etiquette, never
share drinks, and
wash your hands
often.
Define virus,
give an
example of a
disease that is
caused by a
virus and
identify how it
can be cured.
What
happens in
the body
when an
individual has
HIV? What
does the
Give an
example of
one way
that you can
reduce the
risk of
indirect
contact with
a pathogen?
Give two
examples of
a way that
you can
reduce your
chances of
direct
contact with
a pathogen?
What is
most
important to
keep in
mind when
caring for
others?
Why is it
important to
take
appropriate
precautions
when
someone is
bleeding?
True or False: It
is okay to stop
taking your
antibiotics
once you start
to feel better.
Name two
ways that you
could contract
the HIV virus.
True or False:
Antibacterial
cleansers
may make
germs
stronger.
Explain why?
disease turn
into?
500
Define heredity.
Which type of
disease does it
influence? Please
give an example.
Identify two
ways you can
come in
contact with a
pathogen and
give two
examples for
each of these
ways.
Identify each of
the disease
during the
diseases
presentations
and identify if
they are
communicable
of noncommunicable.
Name: _____________________________
What is the
Good
Samaritan
Law?
Why can
Animals play
a role in
antibiotics
not working?
Period: ________
Disease Test
Directions: Identify each disease as communicable (C) or noncommunicable (N).
1._______ Heart Disease
2. ______ Lung Cancer
3. _______ Alzhiemers
4. _______ Strep Throat
5. ________ Athletes Foot
6. ________ HIV/AIDS
7. ________ Influenza
8. ________ Asthma
Direct Contact
Virus
Disease
Communicable
Pathogen
Non-communicable
HIV
Fungi
Indirect Contact
Skin
Multiple Choice
_________19. The following are all examples of ways that you can
contract the HIV/AIDS virus.
a. Blood to blood contact with HIV infected blood.
b. Using the same needle as someone who is infected with HIV
c. Exchange of bodily fluids during sexual contact with someone
who has HIV
d. All of the above
_________20. What type of pathogen can antibiotics fight off:
a. Virus
b. Fungus
c. Bacteria
d. All pathogens
a. Bacteria
b. Smoking
c. Secondhand Smoke
d. Both b and c
_________24. Symptoms of Influenza include the all of the following
EXCEPT:
a. Fever
b. Memory loss
c. Muscle aches or body aches
d. Sore Throat
_________25. When caring for someone who is ill (with a
communicable disease) it is most important to:
a. Make sure the person who is ill is comfortable.
b. Provide the individual with lots of fluids.
c. Tell the person that they will be okay.
d. Look out for yourself by reducing risk factors of getting sick.
Short Answer
Name 4 body defenses and explain how these body defenses can
fight off disease.
Name 3 ways you can reduce risk factors of contracting a noncommunicable disease.
Results of Assessment
Grade: 6
Class/Time: 49 Minutes
Class size: 17
Lesson Number: 1
Transition: Students will enter the room and sit at their desk. Students will be
welcomed to class and the first student to enter the class will be asked to hand out
the name plates. (2 min)
Introduction: (3 min)
State objectives
o Identify ways to reduce risk factor related to communicable and noncommunicable diseases
o Essential Question: What is the difference between communicable and
non-communicable diseases? How do you reduce the risk of disease?
State agenda
o Attendance
o Disease Notes
o Disease Relay
o Simon Snerdly Reading/Worksheet
1 Attendance (2 min)
Housekeeping Reminders: -Collect HW
-Late work can be turned into F period basket
Transition: Students will take out notebooks and/or loose leaf paper.
2. Disease Notes (15 min)
Day 1: Disease Notes
Disease- an illness
Types of Disease:
1. Non-communicable- not caused by a pathogen
Results from:
o Hereditary Factors
o Diet
o Other Risk Factors
Smoking
Alcohol
Physical Inactivity
Stress
o
o
o
appear, and it remains contagious until all blisters have crusted over. It is spread
through saliva, coughing, sneezing, and contact with blisters
Diabetes
In type 1 diabetes, the body no longer makes insulin because the body's own
immune system has attacked and destroyed the cells where insulin is made. The
cause of this isn't entirely clear but it may include genetic risk factors and
environmental factors.
Strep Throat
The cause of strep throat is bacteria known as Streptococcus pyogenes, also
known as group A streptococcus. Streptococcal bacteria are highly contagious.
They can spread through airborne droplets when someone with the infection coughs
or sneezes, or through shared food or drinks.
Asthma
Since asthma has a genetic origin and is a disease you are born with, passed down
from generation to generation, the question isnt really what causes asthma, but
rather what causes asthma symptoms to appear? People with asthma have
inflamed airways which are super-sensitive to things which do not bother other
people. These things are called "triggers."
HIV/AIDS
HIV infection is caused by the human immunodeficiency virus. You can get HIV
from contact with infected blood or bodily fluids. Another common way of getting it
is by sharing drug needles with someone who is infected with HIV.
Alzheimers
Scientists believe that for most people, Alzheimer's disease results from a
combination of genetic, lifestyle and environmental factors that affect the brain
over time.
Rabies
Rabies infection is caused by the rabies virus. The virus is spread through the
saliva of infected animals. Infected animals can spread the virus by biting another
animal or a person. In rare cases, rabies can be spread when infected saliva gets
into an open wound or the mucous membranes, such as the mouth or eyes.
-
After students have been given adequate time to identify the disease
students will:
o Read the description aloud to the class
o
o
Identify what helped them to decide what type of disease the disease
is
Identify ways to reduce risk factors of that particular disease
Grade: 6
Class/Time: 49 Minutes
Unit/Theme: Disease Unit
Class size: 17
Lesson Number: 2
Lesson Focus: Signs and Symptoms
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
Outcomes:
SWBAT Describe the importance of early detection with in the preventing the
progression of the disease with 100% accuracy after disease professional
presentations on an Exit Slip Assessment. (MACF 8.6)
Essential Question:
-Why is it important to detect a disease early?
-How do you detect and prevent the progression of a disease?
Materials/Supplies/Lesson Preparation
1. Disease Professional Assignment Sheet
2. Disease Articles (3) for each Disease
3. Posters (6)
4. Markers
5. Disease Information Sheet
6. Essential Question Exit Slip
References/Resources (include books, articles, websites, etc.)
"The NCD Alliance Putting Non-communicable Diseases on the Global Agenda."
Cancer. N.p., n.d. Web. 04 Apr. 2015. <http://www.ncdalliance.org/node/40>.
Centers for Disease Control and Prevention. Centers for Disease Control and
Prevention, 17 Nov. 2011. Web. 04 Apr. 2015.
<http://www.cdc.gov/healthyyouth/infectious/>.
Transition: Students will enter the room and sit at their desk. Students will be
welcomed to class and the first student to enter the class will be asked to hand out
the name plates. (2 min)
Introduction: (3 min)
State objectives
o Describe the importance of early detection and prevention of disease.
o Essential Questions: -Why is it important to detect a disease early?
How do you detect and prevent the progression of a disease?
State agenda
o Attendance Questions (Based upon notes and previous activities)
o Jig Saw Activity
o Presentations
o Essential Question Exit Slip
2 Attendance (2 min)
Housekeeping Reminders: -Collect HW
-Late work can be turned into F period basket
Attendance Questions:
Define a communicable disease in your own words.
What is an example of a communicable disease?
Define non-communicable disease in your own words.
What is an example of a non-communicable disease?
How does heredity influence your future health in terms of disease?
Is the flu communicable or non-communicable?
What is a pathogen?
Is cancer communicable or non-communicable?
Is Rabies communicable or non-communicable?
What is proper coughing etiquette?
How does having good hygiene relate to staying healthy in terms of disease?
If you exercise it can reduce your risk of contracting which type of disease?
If you eat healthy is can reduce your risk of contracting which type of disease?
If you do not share drinks with others it can reduce your risk of contracting which
type of disease?
If you wash your fruits and vegetables it can reduce your risk of contracting which
type of disease?
In your opinion what is the number one way of reducing your own risk of contracting
an non-communicable disease?
In your opinion what is the number one way of reducing your own risk of contracting
a non-communicable disease?
2. Jig Saw (20 min) (Cooperative Group Activity)
Students will be informed with the following information:
Disease Professional in Class Assignment
Directions: Work with your group members to become a professional on your
assigned disease. You will be given 3 resources to look at that will help you to
become a professional. Everyone in your group is expected to participate in
researching your disease. You can present your disease in any way that you would
like as long as you have some type of visual to go along with you disease.
Information that is required for your disease includes:
1. Name of the Disease (1 point)
2. Communicable or non-communicable? (1 point)
3. How do you reduce your chances of getting the disease? (2 points)
4. Signs and Symptoms of Disease (2 points)
5. Treatments (2 points)
6. What happens if the disease is not treated? (2 points)
Grade: 6
Class/Time: 49 Minutes
Unit/Theme: Disease Unit
Class size: 17
Lesson Number: 2
Lesson Focus: Signs and Symptoms
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
Outcomes: SWBAT Describe the importance of early detection in the preventing
the progression of the disease. (MACF 8.6)
Essential Question:
-Why is it important to detect a disease early?
-How do you detect and prevent the progression of a disease?
Materials/Supplies/Lesson Preparation
1. Disease Professional Assignment Sheet
2. Disease Articles (3) for each Disease
3. Posters (6)
4. Markers
5. Disease Information Sheet
6. Essential Question Exit Slip
References/Resources (include books, articles, websites, etc.)
"The NCD Alliance Putting Non-communicable Diseases on the Global Agenda."
Cancer. N.p., n.d. Web. 04 Apr. 2015. <http://www.ncdalliance.org/node/40>.
Centers for Disease Control and Prevention. Centers for Disease Control and
Prevention, 17 Nov. 2011. Web. 04 Apr. 2015.
<http://www.cdc.gov/healthyyouth/infectious/>.
Transition: Students will enter the room and sit at their desk. Students will be
welcomed to class and the first student to enter the class will be asked to hand out
the name plates. (2 min)
Introduction: (3 min)
State objectives
o Describe the importance of early detection and prevention of disease.
o Essential Questions: -Why is it important to detect a disease early?
How do you detect and prevent the progression of a disease?
State agenda
o Attendance Questions (Based upon notes and previous activities)
o Jig Saw Activity
o Presentations
o Essential Question Exit Slip
3 Attendance (2 min)
Housekeeping Reminders: -Collect HW
-Late work can be turned into F period basket
Attendance Questions:
Define a communicable disease in your own words.
What is an example of a communicable disease?
Define non-communicable disease in your own words.
What is an example of a non-communicable disease?
How does heredity influence your future health in terms of disease?
Is the flu communicable or non-communicable?
What is a pathogen?
Is cancer communicable or non-communicable?
Is Rabies communicable or non-communicable?
What is proper coughing etiquette?
How does having good hygiene relate to staying healthy in terms of disease?
If you exercise it can reduce your risk of contracting which type of disease?
If you eat healthy is can reduce your risk of contracting which type of disease?
If you do not share drinks with others it can reduce your risk of contracting which
type of disease?
If you wash your fruits and vegetables it can reduce your risk of contracting which
type of disease?
In your opinion what is the number one way of reducing your own risk of contracting
an non-communicable disease?
In your opinion what is the number one way of reducing your own risk of contracting
a non-communicable disease?
2. Jig Saw (20 min) (Cooperative Group Activity)
Students will be informed with the following information:
Disease Professional in Class Assignment
Directions: Work with your group members to become a professional on your
assigned disease. You will be given 3 resources to look at that will help you to
become a professional. Everyone in your group is expected to participate in
researching your disease. You can present your disease in any way that you would
like as long as you have some type of visual to go along with you disease.
Information that is required for your disease includes:
1. Name of the Disease (1 point)
2. Communicable or non-communicable? (1 point)
3. How do you reduce your chances of getting the disease? (2 points)
4. Signs and Symptoms of Disease (2 points)
5. Treatments (2 points)
6. What happens if the disease is not treated? (2 points)
day when creating their Disease Projects. It also took another whole class period to
present these projects. In the future I think it would be more beneficial to be a little
bit stricter with the time that I give students to complete the project.
Grade: 6
Class/Time: 49 Minutes
Unit/Theme: Disease Unit
Defenses/Antibiotics
Class size: 17
Lesson Number: 3
Lesson Focus: Pathogens/Body
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
Focus: Pathogens; Antibiotics
Outcomes:
SWBAT Explain the need to follow prescribed health care procedures given by
parents and health care providers by giving 5 facts about Antibiotics on a Give Me
Five Assessment (MACF 8.7)
Essential Question:
-What are the major differences between pathogens? How do our bodies help us to
defend from pathogens? How do antibiotics treat illness?
Supplies/Materials/Technology:
1. Pathogen Notes
2. Pathogen Signs
3. Disease Power point
4. Body Map Materials Papers
5. Markers
References/Resources (include books, articles, websites, etc.)
"The NCD Alliance Putting Non-communicable Diseases on the Global Agenda."
Cancer. N.p., n.d. Web. 04 Apr. 2015. <http://www.ncdalliance.org/node/40>.
Centers for Disease Control and Prevention. Centers for Disease Control and
Prevention, 17 Nov. 2011. Web. 04 Apr. 2015.
<http://www.cdc.gov/healthyyouth/infectious/>.
Learning activities including pedagogical strategies:
Transition: Students will entire the roomand find their seat.
Introductions
Pathogen Notes
Pathogen: a disease causing agent
Types of Pathogens:
1. Bacteria- cause disease by
releasing a toxin-- can be treated
with antibiotics (there are good bacteria-that do not
cause infection)
Examples include: strep throat, lyme disease, whooping
cough
2. Virus- take over a cell and produce more viruses take
over other cells, smallest pathogen that cannot be cured
Examples include: Chickenpox, Flu, Common Cold
3. Fungi- obtain food from organic matter
including plants, animals and or human tissue
Examples: Ring warm, athletes foot, and warts
How are pathogens spread?
Indirect Contact
Direct Contact
- Non-living things:
- Touching
o Kleenex
- Coughing
- Sneezing
o Desk surface
- Animal
o Cell Phone
- Food
o Ground
- Water
o Door handle
- Insects
Transition: The teacher will pass out signs to represent each pathogen for each
group.
2. Name that Pathogen- Students will work in groups and be given a sign for
each type of pathogen. Students will hold up the sign for the pathogen that they
think applies to that disease or illness shown on the power pointstudents will be
asked to justify the answer. Students will record correct answers on their paper.
effective in fighting them. The FDA wants companies that make these soaps
to show more proof that they work. The agency says there is no evidence
that these soaps are better at preventing illness than plain soap and water.
4. Its okay to stop taking prescribed antibiotics once you start to feel better.
FALSE
Take antibiotics exactly as prescribed, do not skip doses, and finish them all.
If you stop too soon, some bacteria may survive and make you sick again
5. Animals can play a role in antibiotics not working in humans. TRUE
Livestock that get antibiotics can develop resistant bacteria in their bodies,
which are then in the meat we eat. When you dont cook or handle the meat
right, the bacteria can spread to humans. Fertilizer and water used on crops
we eat can also spread bacteria. The FDA says it is phasing out the use of
antibiotics, except those prescribed by a veterinarian, in animals raised for
food.
6. Its okay to take antibiotics prescribed to someone else. FALSE
Someone elses antibiotic may not be the right one for your illness. Taking
the wrong medicine may make it take longer for you to get better -- and
could even make you get worse.
7. Its good to save left over antibiotics for the next time that you are sick.
FALSE
Some patients try to save on drug costs by stockpiling medication they did
not take during an illness - thinking they can simply take it next time they
get sick. But medications -especially liquids - can lose their potency over
time. What's more, the leftover medication might not work against your
latest illness and could actually make it worse. Of course, if antibiotics are
taken appropriately, there shouldn't be any leftover medication.
8. Antibiotics are always effective. FALSE
If symptoms persist after you've completed a course of antibiotics, alert your
doctor. There's a chance the germs that made you sick were caused by
germs that are resistant to the antibiotic you took. You might need an
alternative
Pain
Cilia
Sweat
Saliva
White Blood Cells
Skin
Bleeding
Stomach Acid
Urine
4. Give Me Five- Students will trace their hand and give me five facts that they
learned about antibiotics from the fact vs. myth activity.
List Assessment(s) 1. Name that Pathogen
2. Give Me Five
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you
leave the same and what might you change in the future to improve this lesson?
The first half of this lesson plan which was focused on Pathogens took a whole class
to complete. I would say that first half of this lesson was one of the best lessons
that I have ever taught. The students were engaged throughout the entire time and
the informal assessment was very effective in terms of checking for students
understanding of the content. In terms of modifications made to the lesson plan the
only thing that I would change would be to shorten the lesson and not try to include
so much information for the next time that I teach it.
Grade: 6
Class/Time: 49 Minutes
Unit/Theme: Disease Unit
Someone with an Illness
Class size: 17
Lesson Number: 4
Lesson Focus: Antibiotics/Caring for
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
SWBAT Explain the need to follow prescribed health care procedures given by
parents and health care providers by identifying antibiotic truths and why it is
important to know these true statements on the Give Me Five Assessment. (MACF
8.7)
SWBAT Describe how to demonstrate safe care and concern toward ill and disabled
persons in the family, school and community by identifying appropriate with
supporting evidence for that care during certain scenarios . (MACF 8.8)
Essential Question:
Why is it important to understand the facts about antibiotics?
How do we care for people who are ill while reducing our own risk of contracting
that disease?
Supplies/Materials/Technology:
Centers for Disease Control and Prevention. Centers for Disease Control and
Prevention, 17 Nov. 2011. Web. 04 Apr. 2015.
<http://www.cdc.gov/healthyyouth/infectious/>.
Learning activities including pedagogical strategies:
Transition: Students will enter the room and find their seat.
Introductions
Housekeeping: (1 min)
o Test Postponed
o Letters to Self-due Friday
State Objectives: Understand the need to follow appropriate health care
procedures
o Explain the need to follow appropriate health care procedure given by
parents and doctors
Give Me Five Assessment
o Describe how to care for others in the community who have a disease
and reduce your own risk factors at the same time.
Scenario Worksheet
State Agenda
1. Pathogen Review
2. Pre-assessment
3. Antibiotic True or False
o Give Me Five Assessment
4. Disease Scenarios
o Group Worksheet Assessment
Students will then write down their answer on their paper (under-before True or
False)
Once students have written down their answer they will flip their paper over to
signal that they are down.
Extensions: Write answer down in their own words, and come back to answer
down on Give Me Five Assessment and come back to assessment once they have
completed the Antibiotic Myth vs. Fact to see if they would change or add anything.
Students will read their scenario allowed under each scenario- they will write
down the solution and why that group chose that solution.
Transition: Students will be instructed to hand in their group copy of their solution
to their scenario.
5. Closure: (5 min)
Essential Question Review:
-Why is important to understand the facts about antibiotics?
-How do we care for people who are ill while reducing our own risk of contracting
that disease?
List Assessment(s)
1. Give Me Five
Works Cited
"The NCD Alliance Putting Non-communicable Diseases on the Global Agenda."
Cancer. N.p., n.d. Web. 04 Apr. 2015. <http://www.ncdalliance.org/node/40>.
Centers for Disease Control and Prevention. Centers for Disease Control and
Prevention, 17 Nov. 2011. Web. 04 Apr. 2015.
<http://www.cdc.gov/healthyyouth/infectious/>.
"Diseases and Conditions." Centers for Disease Control and Prevention. Centers for
Disease Control and Prevention, 23 Apr. 2015. Web. 26 Apr. 2015.
<http://www.cdc.gov/diseasesconditions/>.