Chapter 10 Lesson 1 "How the Body Fights Disease"

Materials:

• Worksheet, "The Body Versus Disease"
• Crossword Puzzle, "Chapter 10 Lesson 1 'How the Body Fights Disease'"
• Optional Lab "Fighting Pathogens" (Do not need to print this is only if you have the materials and extra time that you want to do this)

Objective:

• Students will explain what an infectious disease is and how it is caused.
• Students will list the body's main defenses against pathogens.
• Students will describe how infectious diseases can be prevented.

Anticipatory Set: - Show the students a photo that came from a newspaper in 1912. It was meant to scare people about cholera so that they would change the way they act. Does this type of disease prevention still occur today? Show the students several different cartoons about AIDES. Cartoon 1, Cartoon 2, Cartoon 3 What is the message being sent by these posters? Why is it being sent? What makes AIDES different from other infectious diseases? What is an infectious disease?...

Teacher Input: - Show the students pictures of several infectious diseases. bubonic Plague, cholera, polio, poliomap, smallpox; and this chart that lists several infectious diseases. What is the difference between chicken pox and a plague?

How do these infectious diseases spread? Show this picture of a germ (pathogen) and define pathogen.

What is the difference between a virus and a pathogen?

Your body has a system that defends against pathogens and viruses do you know what is called? Show a picture of the Immune System and describe how it works you may want to use this poster.

Use the web site: http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookIMMUN.html

to explain Lymphocytes and Immunity. Define both.

Other than having the disease there is another way you can have immunity to that disease. Do you know what it is? Show the vaccine picture and explain the three different types of vaccines: weakened illness(virus), dead illness (virus), or just parts of the viruses.

Independent Practice: - Students should complete the worksheet : "The Body Versus Disease"

End of day 1.

Day 2

Anticipatory Set: Students will be asked, How many different ways can a disease be passed from one person to the next? Develop a chart listing the method of transfer and then a way that the transfer can be prevented even though the method can not be prevented from starting. An example would be coughing; cover your mouth.

Input- Most of the methods to stop transfer come under the practice of keeping things clean to prevent infectious diseases from spreading. Ask students what the term is that describes that process. Students will take a look at the women with a broom. Does simple things like sweeping help prevent disease? How?

How does your community make sure that most germs are kept in one place? Show this picture of the dump. Describe the advantages of a land fill based on poor sanitation conditions around the world. Show this picture of this kid in a dump and ask, "Is there a concern for the safety of this child. What is likely to happen to him?

How are food products protected from infectious diseases? Guide the students toward pasurization of milk? Show them these pictures of the process: milk, milk holding tank. Three different ways to pasteurize milk, medium high temperature for a long time(around 140 degrees), high temperature for a short period (around 160 degrees), Very high temperature and pressure for a short period of time. (over boiling 212 and kills all germs, boxed milk no refrigeration needed)

Guided Practice: Students will view and discuss the ADAM CD on the immune system.

Independent Practice: - Students will complete the worksheet from yesterday and a new short crossword puzzle.

Check for Understanding: - Take the quiz on Chapter 10 lesson 1, "How the Body Fights Disease"

Duration: -

Two days each 30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-9 Students will understand the transfers and transformations of matter and energy that link living things and their physical environment, from molecules to ecosystems. (Flow of Matter and Energy)
• SCI A-10 Students will understand that living things are made up mostly of cells and that all life processes occur in Cells (Cells)
• SCI A-14 Students will understand
  • the interdependence between living things and their environments:,
  • that the living environments consists of individuals, populations, and communities: and
  • that a small change in a portion of an environment may affect the entire environment (Interdependence);

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and:
• SCI C- 3. understand that society, culture, history, and environment affect the development of scientific knowledge;
• SCI C- 6. understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind;
• SCI C- 7. understand that major scientific breakthroughs may link large amounts of knowledge, build upon the contributions of many scientists, and cross different lines of study; and
• SCI C- 8. understand that acceptance of a new idea depends upon sup- porting evidence and that new ideas that conflict with beliefs or common sense are often resisted.
• SCI D- 1. apply scientific knowledge and skills to understand issues and everyday events;
• SCI D-2. understand that scientific innovations may affect our economy, safety, environment, health, and society and that these effects may be long or short term, positive or negative, and expected or unexpected;
• SCI D- 4. evaluate the scientific and social merits of solutions to everyday problems;
• SCI D- 5. participate in reasoned discussions of public policy related to scientific innovations and proposed technological solutions to problems