Name
Infectuous diseases
Topic
Biology: infectious diseases, microorganisms, antibiotics
Learning time
5 hours
Designed time
5 hours
Size of class
20
Description
Your team has been employed by the greek Health Department to develop a campaign to help inform the general public in Greece about the measures citizens should apply to prevent the spread of the SARS-CoV-2 virus.
Mode of delivery
Classroom-based
Aims
The students will hopefully gain useful knowledge on pathogens and transmitted diseases, they will realize the importance of reasonable use of antibiotics due to the threat of antibiotic resistance. Finally students will collaborate in order to produce a final product (each campaign might include presentations, videos, pamphlets, interviews with doctors etc)
Outcomes
Knowledge, Comprehension, Analysis, Synthesis, Application, Affective learning outcomes, Psychomotor skills
Editor
natdrak
Edit
Setting up groups
35 minutes)
  • Collaborate
    35
    4
    3
    The class is divided into groups of 4. Members of each group are informed that they are obliged to keep a learning diary throughout the whole process and that they will be regularly required to assess themselves and their peers using the rubric handed to them (http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2715891&). One of their obligations at the end of each session is to write on their learning diary 3 things they didn't know before, 2 things that surprised them about this topic and 1 thing they want to start doing with what they've learned (3-2-1 countdown http://www.theteachertoolkit.com/index.php/tool/3-2-1 link #3) In order to help the groups to become a team, they are asked to play a team building game called "The Barter Puzzle" (https://wheniwork.com/blog/team-building-games#game4) Each team is given a distinctly different jigsaw puzzle of equal difficulty depicting different forms of pathogens (bacteria, viruses, fungi and protozoa). Each group has a set amount of time to complete the puzzle. Some of the pieces in each group's puzzle belong to the other puzzles in the room. The goal is to complete their puzzle before the other groups, so they must come up with their own method of convincing the other teams to relinquish the pieces they need, whether through barter, exchange of team members, donating time to another team, a merger, etc. Whatever they choose to do, they must do it as a group (first use of the rubric)
Notes:
Resources linked: 0
Motivation - Introduction on concepts concerning ifectuous diseases
50 minutes)
  • Read Watch Listen
    15
    4
    1
    Read the Questions and Answers on CoViD-19 for the public on Greece's National Organization for Public Health webpage: https://eody.gov.gr/novel-coronavirus-covid-19-questions-and-answers-for-the-public/ Find the words: infection - incubation period - pathogen - symptoms - pandemic - contaminated - diagnosis. Do you know what they mean?
  • Discuss
    15
    20
    0
    The class learns the definition of these concepts through discussion)
  • Produce
    20
    1
    1
    Following the discussion students are presented with the Driving question and are asked to form through brainstorming a "need to know" list, a list of what they feel they need to know in order to successfully answer the question. The list is revised at the end of each class period and students cross out items that all of them feel they have been successfully dealt with. All students are informed of the requiremnets of their assignment and are introduced to the rubric which will be used at the end for the assessment of their work. They can use this rubric as a guide throughout the whole process (http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2634324&).
Notes:
Resources linked: 0
Pathogens: bacteria, fungi, protozoa, viruses
51 minutes)
  • Read Watch Listen
    3
    1
    1
    Students watch a video on what pathogens are (https://www.youtube.com/watch?v=WsZS4RCWpcE)
  • Investigate
    17
    1
    1
    Students are asked to fill a quiz on pathogens (https://e-bug.eu/senior_pack.aspx?cc=eng&ss=3&t=Senior%20Schools-Harmful%20Microbes) link#1.
  • Collaborate
    20
    4
    1
    Students in groups fill the worksheet on harmful microbes (https://e-bug.eu/senior_pack.aspx?cc=eng&ss=3&t=Senior%20Schools-Harmful%20Microbes)
  • Read Watch Listen
    1
    20
    0
    Students watch a video on the way SARS-CoV-2 attacks human cells (https://www.youtube.com/watch?v=j4Xiow30bGo&feature=youtu.be)
  • Discuss
    5
    20
    0
    The class discusses the peculiarity of viruses, taking into account that they are not cellular organisms
  • Practice
    5
    4
    1
    Students in groups are asked to fill a quiz on pathogens to asses what they've learned. (https://quizizz.com/quiz/5e89b1fac64ee7001b34ef47/edit?source=admin&trigger=quizPage)
Notes:
Resources linked: 0
How to break the chain of infection
79 minutes)
  • Read Watch Listen
    15
    4
    2
    Watch the video with instructions for kids on avoiding CoViD-19 (https://www.youtube.com/watch?v=lyglhPd9HoE) Read the Questions and Answers on CoViD-19 for the public on Greece's National Organization for Public Health webpage: https://eody.gov.gr/novel-coronavirus-covid-19-questions-and-answers-for-the-public/ Find the instructions of National Organization for Public Health on limitting the spread of th virus
  • Discuss
    20
    20
    0
    How can a pathogen be transmitted and how can we break the chain of transmission? It is noted that other microbes can be transmitted in differnet ways such as sexual intercourse and blood.
  • Investigate
    20
    20
    1
    Students perform the Hand Hygiene activity (https://www.e-bug.eu/junior_pack.aspx?cc=eng&ss=2&t=Hand%20Hygiene)
  • Practice
    15
    4
    1
    Students assess what they' ve learned by answering the questions after reading the story of Semmelweiss;'s discobery on page 16 (https://www.oecd.org/pisa/38709385.pdf)
  • Discuss
    9
    4
    1
    Can antibiotics be used on any microorganism? A cartoon is used as an excuse to discuss common misconceptions on how antibiotics should be used.
Notes:
Resources linked: 0
Reflection
15 minutes)
  • Practice
    10
    1
    0
    Students check their understanding by asking questions.
  • Produce
    5
    4
    0
    Students are asked to create a poster promotingmeasures to avoid the spread of CoViD-19. (the poster could be a homework) (use of the rubric concerning collaboration)
Notes:
Resources linked: 0
Final product
70 minutes)
  • Produce
    70
    4
    2
    Each group needs to process the information they collect and design an informational product for distribution to a general audience. Useful information can be gathered from Greece’s Center for Disease Control and European Medicines Agency. The final assessment includes self and peer assessment, teacher assessment and if possible the final products are presented to professional exerts from the community into class who, in their turn can assess students' work.
Notes:
Resources linked: 0

Learning Experience

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