Putting
Anthrax in History
(9th or 10th grade biology)
Introduction:
This lesson is a webquest which culminates in the creation of a new
section for the students' textbooks.
Estimated Time:
Two 90-minute periods (one for webquest; one for composition)
Lesson Objectives:
Student will:
- Identify the
cause of the anthrax disease.
- List symptoms
and treatments for anthrax.
- Identify different
forms of anthrax disease.
- Summarize and
organize information from several sources.
- Create original
text in the style of a science text.
- Evaluate credibility
of Web information.
Correlation to National Science Standards
Materials needed:
· Internet access
· Word processing software and printer
Teaching Strategy:
1. Start out by
having students jot down a list of questions they have about anthrax.
Have students share their questions with the class. They should be able
to generate a good list without much help, but direct students if necessary
to questions such as:
What is anthrax?, Where does it come from?, How do you get it?, What
are its symptoms?, Is it fatal?, What are the cures? Etc.
2. Have students
refer to their textbook for information on anthrax. Most likely they
will find very little useful information. Explain that since anthrax
has resurfaced lately, science textbooks should contain a section on
the disease. It will be the students' job to create a short section
to update their books.
3. Provide students
with a scoring
guide which states what should be included in their textbook sections.
Printout
4. Students should
complete the following webquest. Then using the information they found,
they should compose a section of text including illustrations, which
might be compatible with their own science textbook. Printout
Anthrax Webquest
I. Go to This
NewsHour Extra story about Anthrax (http://www.pbs.org/newshour/extra/features/july-dec01/anthrax.html)
and answer the following:
1. Is anthrax contagious?
2. What characteristics of anthrax have made it useful as a weapon?
3. In order for anthrax to be used as a weapon what form must it be
in?
4. How did anthrax get to the United States?
II. Go to The
NewsHour's bioterrorism page (http://www.pbs.org/newshour/health/bioterrorism.html)
and answer the following:
1. How many cases of anthrax have occurred recently and where have they
occurred?
2. How have the recent cases of anthrax been transmitted?
3. What steps has the postal service taken to ensure the safety of the
mail?
4. Why is the anthrax case in New York so puzzling?
5. Click on Symptoms of Anthrax. Briefly describe the symptoms for each
type of anthrax.
III. Read a
student buzz about how students in Florida feel about living near a
building closed due to anthrax. (http://www.pbs.org/newshour/extra/editorials/july-dec01/florida_melissa.html)
1. Should you be worried about anthrax?
2. What can you do to ensure your safety?
IV. Go to http://www.bact.wisc.edu/Bact330/lectureanthrax
and answer the following:
1. What type of organism causes the disease, anthrax?
2. What "first" is the anthrax bacterium associated with?
3. Where is the bacteria naturally found?
4. How do humans normally contract the disease anthrax?
5. Briefly describe the three different types of human anthrax disease.
6. Who created this Web site? Do you think it's a credible source?
V. Go to http://www.astdhpphe.org/infect/anthrax.html
and answer the following:
1. How is anthrax diagnosed?
2. How common is anthrax?
3. What is the treatment for anthrax?
4. Should everyone be vaccinated against anthrax? Why or why not?
5. Is this Web site a credible source? How can you tell?
Assessments:
· Discussion participation
· Webquest responses
· Completed text section
Extensions:
· Have students post their responses to the bioterrorism threat
at the NewsHour's
terrorism forum
· Create reassuring, informative posters about anthrax.
Curriculum
Standards
(from http://books.nap.edu/html/nses/html/6e.html
)
Content Standard C:
Biological evolution
Biological classifications are based on how organisms are related.
The Interdependence
of Organisms
Human beings live within the world's ecosystems. Increasingly, humans
modify ecosystems as a result of population growth, technology, and
consumption.
Content Standard
E:
Understandings about Science and Technology
Creativity, imagination, and a good knowledge base are all required
in the work of science and engineering.
Correlations
to National Health Standards
HEALTH EDUCATION
STANDARD 1: Students will comprehend concepts related to health promotion
and disease prevention.
HEALTH EDUCATION STANDARD 2: Students will demonstrate the ability to
access valid health information and health-promoting products and services.
Author Viki Babcock taught biology and physical science for 5 years
at Hannibal High School in Hannibal, Missouri. She is currently teaching
biology, zoology and botany at DeSoto High School in DeSoto, Missouri.
Viki has written lesson plans for PBS
TeacherSource (To Heal a Heart and The West) and for Frontline (The
Lost Children of Rockdale County).
To find out more about opportunities to contribute to this site,
contact Leah Clapman at lclapman@newshour.org
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