INFECTIOUS DISEASES
adapted by Betty Jo Azpell
Introduction Task Process Teacher Evaluation Team Evaluation Conclusion Standards Diseases Websites
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"Ring around the Roses Pocket full of posies Ashes Ashes We all fall down...."
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"Ring around the roses"
was not always so harmless; it deals with one of the grim periods of English
medical history. At the time of the Bubonic Plague in England the first signs
of the infection was that the victim had a red rash ring (roseola) around the
neck (ring around the ‘roses’). As the disease progressed there was a
horrible body stench that was combated by filling the pockets of the victim
with sweet-smelling flowers (pocket full of posies). As the disease progressed many of those
infected would die, (all fall down).
Infectious
diseases has caused a myriad of suffering over the ions for the human
population in the way of loss of human life and as causative agents of pain and
disability to the human body.
With the discovery
of penicillin in 1929 by Alexander Flemming and the subsequent production of
antibiotics in 1943, researchers believed that infectious diseases were licked.
Research scientists were instructed that the field of infectious diseases was a
dead end. Of course, we now know that
pathogens can evolve and become antibiotic resistant. New infectious diseases
continue to erupt.
In this quest you will investigate a
communicable disease and present your findings as a short skit to the class
where each of your team members plays a different role.
Your team will produce a short skit to the rest of the class to inform them about a particular disease. Each person on the team will assume a different role in the skit, one will be the doctor, another will be the patient, and a third member will play the mother of the patient. The play should be written with the intent to educate and inform the class about the disease, though creativity should be used in getting your message across.
1. First, your team will need to choose a disease from the list of infectious diseases below. In order to prevent everyone doing the same disease in the class, there will be a sign up sheet, when you have decided, sign your groups' names next to the disease. Diseases will be chosen on a first come first serve basis. Do not worry at this point if you don't know much about the disease, the point of this quest is to learn about it.
2. Once you've decided on your disease, you will need to research that disease. See Useful Websites below. Each team member should keep a notebook where they write down their notes on the disease. Some questions to think about while you're searching:
What is the causative agent of this
disease?
What
is the history of the disease?
What
is the methodology of the disease?
(how does it cause
disease?)
What
is the mode of transmission?
What are the symptoms
What
is the incubation and duration period of this disease?
What are the cures or treatments of this disease?
3. Discuss with your team members the information you found and develop your skit. Remember the purpose of the skit is to inform others. Each person will be playing a role.
Doctor: This person will examine and diagnose the
patient, and give information about the disease.
Patient: This person will describe her symptoms, and include other
useful information that would help the doctor with the diagnosis (like if she's
visited any countries or had exposure to animals)
Mother: The mother will ask questions of the doctor or help the patient
describe symptoms
4. Write your skit (this document will be turned in the day your team does its presentation to the class). It is not necessary that each team member memorize their parts, but it may be more enjoyable for others watching if a little advance planning and preparation was involved. You are also allowed to bring in props and you are expected to "act your part" in the skit.
5. Create an informative flyer for the patient to take home. This flyer should explain the disease, the causative agent, the history, the methodology, mode of transmission, the symptoms, and what to do to alleviate symptoms and prevent the spread of the disease, the incubation period and what is the normal duration of the disease. Also state what can be done to cure this disease. The flyer is an informative flyer on the disease you are studying. You could use Publisher to help you create this flyer. (You will turn this flyer in)
**Also, some of these diseases on
the list were much more common many years ago, your team can choose to do your
skit at a different point in history than modern day, just be sure that your
audience is aware of the date.
INFECTIOUS DISEASE LIST:
Influenza Tuberculosis Polio
Cholera Measles Malaria
AIDS Yellow fever Ebola fever
Anthrax Small pox Bubonic
plague
E. coli Mumps West Nile
Mad Cow Disease
(in humans)
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Ebola Virus |
Research on Anthrax |
chickenpox smallpox |
WEBSITES
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Minimal |
Satisfactory |
Exemplary |
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Skit Production |
5 points |
10 points |
20 points |
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Information |
Not very
information, some of the questions answered |
Somewhat
informative, most of the questions were answered but not in great detail |
Very
informative, all questions in #2 of process answered and
details given |
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Organization |
Group did
not seem well prepared, skit was disorganized |
Group
seem prepared, some minor issues in organization, or some team members didn't
know their parts |
Group
seem prepared, each knew the parts, skit went smoothly |
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Creativity |
Team members
apathetic, skit dry or boring. |
Skit was
somewhat creative, team members attempted to act their parts |
Skit was
creative, team members "acted the part" and kept the attention of
the audience |
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Flyer – 50 points |
5 points |
10 points |
20 points |
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Information |
Contains
very little information about the disease or treatment, |
Somewhat
informative, some areas of information are lacking |
Very
informative, contains all of the information about the disease and treatment
as mentioned in #5 of process, has graphics or other
interesting features |
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Design |
seems
sloppy or hastily put together, disorganized or contains many grammatical
errors |
somewhat
organized, may contain some grammatical errors |
Flyer
organized, contains graphics or other interesting features, no grammatical
errors |
Team Evaluation - in addition to this evaluation, team members will evaluate themselves and team members. Use the team evaluation sheet and e-mail it to me at azpell01@dsha.k12.wi.us
Team Evaluation sheet
Disease Webquest
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Name ________________________________________________ Topic ________________________________________________ |
Team Evaluation Form
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Rank your team members 3 = Always, 2 = Sometimes, 1= Seldom or Never Insert the names of your team members, put your name in the first slot for a self-evaluation |
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Rank (1-3) ____________________________ (your name) |
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______ Encouraging: being warm and responsive to others; accepting the contribution of others; helping others accomplish goals, offering technological or topic expertise |
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______Compromising: compromise; admitting error, maintaining group cohesion, allowing others to submit ideas, keeps communication channels open |
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______Cooperating: working well with the group, offering productive ideas and criticisms, doing a fair share of the team's work, stayed on task. |
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______Leadership: has good problem-solving ability; exhibits leadership behaviors; has firm grasp of topic; feels responsible for group members and group work; has respect of group members. |
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______Contributor:
coming to the group with assigned work completed(fact sheet, grades..etc) ,
had useful information to contribute, took own initiative, was reliable and
produced high standard work/presentation, fulfilled team responsibility ______________
final score out of 15 |
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Rank (1-3) ________________________ (team member) |
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______ Encouraging: being warm and responsive to others; accepting the contribution of others; helping others accomplish goals, offering technological or topic expertise |
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______Compromising: compromise; admitting error, maintaining group cohesion, allowing others to submit ideas, keeps communication channels open |
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______Cooperating: working well with the group, offering productive ideas and criticisms, doing a fair share of the team's work, stayed on task. |
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______Leadership:
has good problem-solving ability; exhibits leadership behaviors; has firm
grasp of topic; feels responsible for group members and group work; has
respect of group members. ______Contributor:
coming to the group with assigned work completed(fact sheet, grades..etc) ,
had useful information to contribute, took own initiative, was reliable and
produced high standard work/presentation, fulfilled team responsibility ______________
final score out of 15 |
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Rank (1-3) ________________________ (team member) |
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______ Encouraging: being warm and responsive to others; accepting the contribution of others; helping others accomplish goals, offering technological or topic expertise |
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______Compromising: compromise; admitting error, maintaining group cohesion, allowing others to submit ideas, keeps communication channels open |
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______Cooperating:
working well with the group, offering productive ideas and criticisms, doing
a fair share of the team's work, stayed on task. ______Leadership:
has good problem-solving ability; exhibits leadership behaviors; has firm
grasp of topic; feels responsible for group members and group work; has
respect of group members. ______Contributor:
coming to the group with assigned work completed(fact sheet, grades..etc) ,
had useful information to contribute, took own initiative, was reliable and
produced high standard work/presentation, fulfilled team responsibility ______________
final score out of 15 |
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Rank (1-3) ________________________ (team member) |
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______ Encouraging: being warm and responsive to others; accepting the contribution of others; helping others accomplish goals, offering technological or topic expertise |
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______Compromising: compromise; admitting error, maintaining group cohesion, allowing others to submit ideas, keeps communication channels open |
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______Cooperating: working well with the group, offering productive ideas and criticisms, doing a fair share of the team's work, stayed on task. |
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______Leadership:
has good problem-solving ability; exhibits leadership behaviors; has firm
grasp of topic; feels responsible for group members and group work; has respect
of group members. ______Contributor:
coming to the group with assigned work completed(fact sheet, grades..etc) ,
had useful information to contribute, took own initiative, was reliable and
produced high standard work/presentation, fulfilled team responsibility ______________
final score out of 15 |
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At the
end of this quest, you should be "experts" in the disease you
studied. You will know how the disease is passed from person to person, how a
person can prevent getting the disease, and what treatments are available to
those who contract it. You will also be aware of the history of the disease.
After watching the other groups perform their skits, you should also have a
fair understanding about some of the other diseases on the list.
State
of Wisconsin Science Goals
State Goal A:
Science Connections
12.5
Show how the ideas and themes of science can be used to make4 real-life
decisions about careers, work places, life-styles, and use of resource
State
Goal B: Nature of Science
12.1
Show how cultures and individuals have contributed to the development of major
ideas in the life and environmental sciences.
State
Goal C: Science Inquiry
12.6
Present the results of investigations to groups concerned with the issues,
explaining the meaning and implications of the results, and answering questions
in terms the audience can understand.
STATE
GOAL G: Science
Application
Students
in Wisconsin will demonstrate an understanding of the relationship between
science and technology and the ways in which that relationship influences human
activities.
12.4 Show how a major scientific or technological change has had an impact on work, leisure, or at home.
Critical Thinker: employment of problem solving skills, good
decision making and creativity in generating a quality product.
Communicator:
effective use of words, numbers, visuals, sounds, symbols, and evolving
technology to obtain and present information in diverse ways.
Leader:
self-directed, assertive, and respectful of the opinions of others
*Students
will understand that science is ongoing and changes as new evidence is found
*The student will be able to demonstrate an
understanding of relationships between science and technology
*Students will use scientific information
and skills to make decisions about themselves as well as decisions about
Wisconsin and the world in which they live
Credits: adapted partially from an Outbreak
web-quest from Shannan Muskopf of Granite City High School