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NOVA scienceNOW: Pandemic Flu
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Ideas from Teachers
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(Gr. 9-12)
Objective
To describe the flu (influenza), its causes, why it occurs yearly, and who is most affected. To explain the genetic make-up and transmission of the influenza virus. To describe host specificity. To define pandemic, epidemic, and endemic. To explain the purpose, production/execution, procedures for administration, and efficacy of vaccines and quarantines. To describe viral strain variation and immunological naiveté. To discuss the history of influenza (specifically outbreaks of 1918, 1957, and 1968). To summarize the epidemiology of pandemic flu strains versus the typical yearly flu. To consider why avian flu is highly publicized. To discuss the virulence of the influenza virus. Materials Procedure
Obtain the Teacher's Guide and Student Materials from the Emory University CASES Online (Creating Active Student Engagement in the Sciences) Web site. Free registration is required to access the case and download the materials. "Bird flu and the 1918 pandemic" is a problem-based learning case that uses a New York Times editorial to engage students in learning about influenza, epidemics, vaccines, quarantines, and viral infections. Students read the editorial, create lists of learning issues, research them independently, and share their findings among peers. Assessment
Oral presentation in panel discussion from a designated "expert" point of view and participation in debate/discussion with other "experts" (assignment and rubric provided). List of experts (additional roles may be added): virologist, Biotech company CEO (vaccine producing), Biotech company CEO - (anti-viral producing), Secretary of the Department of Health and Human Services, Mr./Ms. Smith (a concerned citizen), epidemiologist, chicken farmer, grocery store manager. Written report presenting an overview of the panel discussion (rubric provided). Self and group evaluation listing and describing their own and their group members' contribution in identifying and addressing learning issues (self/group evaluation form provided). Classroom Tips
This case uses a real-world article to emphasize the reality of the issue and the importance of mastering a basic understanding of biology and science. Both the article and the characters/experts in the panel discussion convey the interaction of science, government, commerce, and private lives of citizens both in the United States and across the globe. The case was used toward the end of the semester in an honors microbiology course consisting of sophomores, juniors, and seniors in high school. The students were very familiar with PBL and had been working on cases throughout the semester. On paper it is a short case, but it can be used to cover a very wide and broad range of information or it could be used to focus specifically on one aspect addressed within the article. The students responded very well to this case and were able to delve further into material because they had already covered the basics of the genetic make-up of viruses and viral transmission. Two Web sites for the PBS television show NOVA scienceNOW ("1918 Flu" and "Pandemic Flu") can be used as resources for student investigation of learning issues or as follow-up lessons (both sites provide teacher's guides that describe activities related to the six-minute TV segments, which can also be viewed online). Links to other avian flu resources and lesson plans are included in the Teacher Guide. Sent in by
Jordan Rose
Emory University
Atlanta, GA 
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