people, pathogens, pandemics: tracking down killer ... guides-resource… · they may provide...

8
Produced and published by the Education Division 1 Wade Oval Dr., University Circle, Cleveland, OH 44106 9/6/17 National Health Education Standards Grades 6-12: Standards 1, 3, 5, 7 o Students will comprehend concepts related to health promotion and disease prevention to enhance health. o Students will demonstrate the ability to access valid information and products and services to enhance health. o Students will demonstrate the ability to use decision-making skills to enhance health. o Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. People, Pathogens, Pandemics: Tracking Down Killer Microbes 60-Minute Life Science Lesson Interactive Video Conference Grades: 7 - 1 2 TEACHER GUIDE Description Can you and your classmates analyze our simulated patients’ symptoms in time to save hundreds of lives? Listen to their stories and generate a differential diagnosis as you trace the route of a possible epidemic. We’ll discuss infectious diseases around the world, including those newly discovered and others that have been around at least as long as recorded human history. How do microbes become resistant to previously effective therapies, and how do specific human behaviors, like domestication of animals and extensive travel, facilitate the spread of pathogens? Is this truly the “Pandemic Age”, as some epidemiologists suggest? Find out during this (hopefully) healthy program. Objectives Identify methods of infectious disease transmission. Define the terms “pandemic”, “epidemic” and “outbreak” and the geographic scale implied by each term. Understand that certain infectious agents pose a greater public health risk than others based on their ease of transmission or dissemination, mortality rates, potential for social disruption and level of public health preparedness. Describe one or more ways that infectious agents can emerge or re-emerge as epidemics. Categorize infectious agents as bacterial, viral or parasitic and the corresponding implications for treatment and/or preventative measures. Appreciate that diseases and infectious agents have been with us throughout human history and have both shaped and been shaped by human activity. People, Pathogens, Pandemics: Tracking Down Killer Microbes

Upload: dinhliem

Post on 07-Aug-2018

213 views

Category:

Documents


0 download

TRANSCRIPT

Produced and published by the Education Division 1 Wade Oval Dr., University Circle, Cleveland, OH 44106 9/6/17

National Health Education Standards Grades 6-12: Standards 1, 3, 5, 7

o Students will comprehend concepts related to health promotion and disease prevention to enhance health.

o Students will demonstrate the ability to access valid information and products and services to enhance health.

o Students will demonstrate the ability to use decision-making skills to enhance health.

o Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

People, Pathogens, Pandemics: Tracking Down

Killer Microbes 60-Minute Life Science Lesson Interactive Video Conference Grades: 7 - 1 2

TEACHER GUIDE

Description Can you and your classmates analyze our simulated patients’ symptoms in time to save hundreds of lives? Listen to their stories and generate a differential diagnosis as you trace the route of a possible epidemic. We’ll discuss infectious diseases around the world, including those newly discovered and others that have been around at least as long as recorded human history. How do microbes become resistant to previously effective therapies, and how do specific human behaviors, like domestication of animals and extensive travel, facilitate the spread of pathogens? Is this truly the “Pandemic Age”, as some epidemiologists suggest? Find out during this (hopefully) healthy program.

Objectives Identify methods of infectious disease

transmission.

Define the terms “pandemic”, “epidemic” and “outbreak” and the geographic scale implied by each term.

Understand that certain infectious agents pose a greater public health risk than others based on their ease of transmission or dissemination, mortality rates, potential for social disruption and level of public health preparedness.

Describe one or more ways that infectious agents can emerge or re-emerge as epidemics.

Categorize infectious agents as bacterial, viral or parasitic and the corresponding implications for treatment and/or preventative measures.

Appreciate that diseases and infectious agents have been with us throughout human history and have both shaped and been shaped by human activity.

People, Pathogens, Pandemics: Tracking Down Killer Microbes

Produced and published by the Education Division 1 Wade Oval Dr., University Circle, Cleveland, OH 44106 9/6/17

Please select 3 student volunteers to read the 3 “Patient Histories” at the end of this guide. They will be asked to read aloud these histories at specific times during our program. Cut the three sections apart, so only the selected reader sees their own history.

All students should have copies of the “Pathogen Suspects” forms at the end of this guide. If possible, allow students to read over these sheets before our program.

AIDS – Acquired Immune Deficiency Syndrome. Condition that results from the body’s immune system being damaged by the HIV virus. Many other secondary infections attack the victim and they are unable to effectively fight them off. AIDS is eventually fatal. antibodies – chemical ‘markers’ used by Helper-T white blood cells to identify foreign material in the body. Macrophages then find and destroy the material. autoimmune disease – disease that results from an abnormal immune response against substances and tissues normally present in the body. BioSafety Level Categories (as defined by the Centers For Disease Control)

BSL-1: agents that do not normally cause human disease

BSL-2: agents that can cause human disease, but potential transmission is limited

BSL-3: agents that may be transmitted by respiration, and cause serious infection

BSL-4: high risk of death, aerosol route, no vaccine bushmeat – wild game; historically this term refers to wild game in tropical locations differential diagnosis - The process of weighing the probability of one disease versus that of other diseases possibly accounting for a patient's illness. endemic - regularly found among particular people or in a certain area. higher-risk sexual behavior – any sexual activity that may increase the risk of damage to the skin or genitals, allowing more of a chance of infection from HIV or other pathogens. HIV – Human Immunodeficiency Virus. A virus that invades helper-T immune cells, damaging them and eventually causing AIDS. host – animal or plant in which another organism lives.

Before Your Program & How to Set Up Your Room

Vocabulary

Produced and published by the Education Division 1 Wade Oval Dr., University Circle, Cleveland, OH 44106 9/6/17

immune system – The collection of cells, glands, and chemicals that allows your body to recognize and fight off germs (bacteria and viruses). incubation period – the time between exposure to a pathogen and first signs of illness. influenza – infectious disease of birds and mammals. The influenza A virus (there are A,B, and C generas) causes all human flu pandemics and originated in birds, adapting to other hosts. latent period – the time between exposure to a pathogen and infectiousness (capable of transmitting the agent to others). macrophage – an immune cell that is able to recognize invading germs marked with antibodies, and to surround and digest these invaders. meningitis - inflammation of the protective membranes covering the brain and spinal cord, known collectively as the meninges. The inflammation may be caused by infection with viruses, bacteria, or other microorganisms, and less commonly by certain drugs. pneumonia – an infection in the lungs that can be caused by either a virus or bacteria. Pneumonia can be fatal if the lungs fill with too much fluid from the infection. retrovirus - an RNA virus that replicates in a host cell through the process of reverse transcription. SIV – Simian Immunodeficiency Virus. Retroviruses able to infect at least 45 species of African non-human primates. Virus strains from two of these primate species, SIVsmm in sooty mangabeys and SIVcpz in chimpanzees, are believed to have crossed the species barrier into humans, resulting in HIV-2 and HIV-1, respectively. transcription - the first step of gene expression, in which a particular segment of DNA is copied into RNA by the enzyme RNA polymerase. vector – an organism, often an invertebrate arthropod, that transmits a pathogen from reservoir to host.

Microbes Making Headlines. Whenever there is a crime like a homicide, news reporters are often the first to arrive on the scene. They may provide sketchy details to the public even before detectives have started a full-scale investigation. Use the attached activity sheet, “Microbes Making Headlines”, and ask students to scan their local newspapers or favorite online sources for this kind of challenge to epidemiologists.

Extension Activities

Produced and published by the Education Division 1 Wade Oval Dr., University Circle, Cleveland, OH 44106 9/6/17

Click the link below to find additional online resources for teachers and students. These websites are recommended by our Museum Educators and provide additional content information and some fun, interactive activities to share with your class.

CMNH Educators regularly review these links for quality. Web addresses often change so please notify us if any links have issues.

Cleveland Museum of Natural History https://cmnh.org/edlinks

Online Resources for Teachers and Students

Teacher’s Guide

People, Pathogens, Pandemics: Tracking Down Killer Microbes

PATIENT HISTORIES Patient Number 1 I am an 18-year old college Freshman. My parents recently took me on this week-long cruise to see a total solar eclipse before school started. There were a couple of people on the ship who were sneezing and coughing a lot, and complaining of feeling seasick. After the cruise was over, we spent four days sightseeing, and then caught a flight back to the States. I started getting really sick on the plane—my whole body ached, I felt weak, and my mom said I felt very hot. Two days after we got home, we all ended up at the doctor, because they got as sick as I am.

Patient Number 2 I am a nurse volunteering with the Peace Corps, recently back from two years in Saudi Arabia. On the way back home to the US, I found a really cheap month-long hiking tour in West Africa, and the scenery was amazing! I talked about it over the whole flight from London with Patient Number 1, even though he didn’t feel well. About a week after I got home, I got really sick—fever, nausea, my head just killing me! I’m going to the Urgent Care Center here in town tomorrow.

Patient Number 3 I am a flight attendant for British Airways, and four days ago I met two amazing world travelers while working a very full flight from London. What is freaking me out is that we’ve been texting since then, and Patient Number 1’s mom told me he’s at the hospital in a coma, and Patient Number 2 just said she’s at her local hospital on an IV for dehydration, she’s so sick. I’m starting to get a fever and sore throat, and another flight attendant called off sick today. Every plane I work on is always full of kids and adults sneezing and blowing germs all over the place – I should get a different job!

_----------------------------------------------------------

-----------------------------------------------------------

I

People, Pathogens, Pandemics: Tracking Down Killer Microbes Student Reference Sheet

PATHOGEN SUSPECTS

MALARIA

Parasite: Plasmodium falciparum Symptoms: Fever, fatigue, vomiting, headaches. Severe cases can cause jaundice, seizures, coma, and death. Symptoms appear: 1 week to 1 month after infection. Contagious Period: during symptoms, and for years afterward if treatment is not complete. Transmission: Bites from infected female Anopheles mosquitoes, blood transfusion, contaminated needles, mother-to-fetus via placenta.

TUBERCULOSIS

Bacterium: Mycobacterium tuberculosis Symptoms: Pain in chest, weakness or fatigue, weight loss, no appetite, chills, fever, coughing up blood or sputum, sweating at night. Symptoms appear: weeks to years after infection. Contagious Period: during symptoms and up to 2 weeks following medical treatment. Transmission: Airborne/Inhalation

ENTEROVIRUS D68

Virus Family: Picornaviridae Genus: Enterovirus Symptoms: Fever, runny nose, sneezing, cough, and body, muscle aches - possible wheezing & difficulty breathing. Symptoms appear: Up to one week after exposure. Contagious Period: (respiratory) 1-3 weeks after symptoms end; (fecal) up to 4 weeks after symptoms end. Transmission: Direct contact (with contaminated surfaces)/Airborne/Inhalation. Virus is found in respiratory secretions, such as saliva, nasal mucus, or sputum.

II

People, Pathogens, Pandemics: Tracking Down Killer Microbes Student Reference Sheet PATHOGEN SUSPECTS

EBOLA

Virus Family: Filoviridae Genus: Ebolavirus Symptoms: Fever, headache, joint and muscle aches, weakness, diarrhea, vomiting, stomach pain, lack of appetite. Within days of onset, red eyes, chest pain, difficulty breathing and swallowing, bleeding inside and outside of body develops. 90% of untreated victims progress to coma, shock, and death. Symptoms appear: 2 to 21 days after exposure to Ebolavirus; 8-10 days is most common. Contagious Period: while symptoms are present. Transmission: Direct contact with infected bodily fluids, exposure to contaminated objects (such as needles). Initial outbreaks hypothesized to have been animal-to-human transmission.

H1N1 Type A

INFLUENZA (Swine Flu)

Virus Family: Orthomyxoviridae Genus: Influenzavirus A,B and C Symptoms: fever, cough, sore throat, runny nose, body aches, headache, chills, and fatigue. Occasionally diarrhea & vomiting. Symptoms appear: 1 to 4 days after infection. Contagious Period: 1 day before symptoms develop-7 days after becoming sick. Transmission: Airborne/Inhalation. Transmission can occur 1 day before symptoms develop and up to 5 to 7 days after becoming sick.

(HIV / AIDS)

Virus Family: Retroviridae Genus: Lentivirus Symptoms (Acute Infection): fever, swollen glands, sore throat, rash, muscle and joint aches and pains, fatigue, and headache. Symptoms appear: Within 2 to 4 weeks after infection, then acute symptoms disappear. AIDS may develop years later. Contagious Period: highly contagious during acute symptoms, then variable depending on course of treatment Transmission: Unprotected sex (direct contact with mucous membranes), sharing needles, blood to blood contact from broken skin.

“MICROBES MAKING HEADLIINES” Additional Activity for Participants of

People, Pathogens, Pandemics: Tracking Down Killer Microbes

Name____________________________

Written by the Education Division, Cleveland Museum of Natural History,

1 Wade Oval Drive, Cleveland, OH 44106-1767.

Revised September 2017

Stories about infectious diseases make headlines around the world. From a small outbreak of food poisoning at the county fair to global concerns over bio-terrorism, microbes are a “hot” topic in the news. Find a recently published article in a newspaper, magazine, website or other source about a disease caused by an infectious agent (bacteria, virus or parasite). Read the full article, cut it out or print it, and try to answer the questions below. Does the story have enough facts to answer them all? Be prepared to discuss and compare your answers with your class.

Who are the people who became ill from the disease? How many people became

sick? ________________________________________________________________

________________________________________________________________

What is the pathogen—a virus, bacteria or parasite? What is its name?

________________________________________________________________

________________________________________________________________

When did the outbreak or epidemic begin? When was this disease first discovered?

________________________________________________________________

________________________________________________________________

Where did the outbreak occur? What was the city, state or country where people

became ill? Is it in more than one place? ________________________________________________________________

________________________________________________________________

Why is the microbe in the news? What makes the story interesting or why might it be

important that people know about it? ________________________________________________________________

________________________________________________________________

________________________________________________________________

How can people protect themselves from the disease? How are doctors and

scientists working to prevent more people from becoming infected? How is the disease transmitted? ________________________________________________________________

________________________________________________________________

________________________________________________________________