Bioterrorism Teacher Resources
Find Bioterrorism educational ideas and activities
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Learners research bioterrorism and then create two political cartoons, one that shows the viewpoint that bioterrorism is not a threat and one that shows the viewpoint that it is.
Learners describe the characteristics of anthrax infections, distinguish between the three anthrax forms and analyze the effectiveness of anthrax vaccinations. They relate anthrax to bioterrorism.
Students explore the C.D.C.'s efforts to become better equipped to battle bioterrorism; they then discuss surveillance, epidemiological, and communications issues related to their program.
Students analyze the chemical and biological weapons of mass destruction that Iraq is accused of having. Students investigate the history and resolutions that have been made regarding bioterrorism.
High schoolers compare bacteria and viruses and their roles in biotechnology and bioterrorism. They outline fundamental steps of bacterial transformation and the possible selection processes to identify transformants. They discuss considerations of scaling up production and discuss application in the field of bioterrorism.
Students develop an emergency action plan in case of terrorist attacks. In this bioterrorism activity, students create an individual biosecurity plan specific to a given situation. They research current activities and projects in place to protect crops and livestock.
Students explore and discuss October, 2001 anthrax attacks and their aftermath.
Students examine a website devoted to sharing smallpox facts. They are to focus on the history of the diesease, how to prevent it and the pathology involved. They discover information about the smallpox vaccine and how it can be used as a weapon.
Young scholars assess germ warfare and debating related ethical issues in the social studies classroom
Students ask and answer their own questions about smallpox and the smallpox vaccine. They create outlines for an informative CD-ROM that could be distributed to health care professionals.
Students use videos, books, comic books, games, workbooks, internet, and other research tools to research bio-terrorism. In this bio-terrorism lesson plan, students research bio-terrorism and understand the biological agents use for it and how it is spread and the symptoms and treatments. Students take a quiz at the end.
Students conduct a discussion among themselves about a topic and evaluate various solutions based on their individual research about the topic.
Students discuss the steps the American government has taken in order to protect every U.S. citizen from a bioterrorist attack and how a vaccine works. After discussion, students can create six vaccines in their own virtual laboratory.
Students address their questions, anxieties and other feelings about the changes in American society since the terrorist attacks on the United States on September 11, 2001 and the subsequent reactions around the world.
Learners research a particular case of ricin poisoning and then identify other possible agents of biological and chemical terrorism. They, in groups, prepare a presentation on a selected agent.
Students investigate various disease epidemics that have devastated the world population at different points in history and examine the diseases' effects on the countries they impacted.
Students work in a small group to create news stories, feature stories and editorials/letters to the editor and organize them in a podcast, video-based program, or newspaper/magazine focused on Hurricane Katrina.
Students examine "President Bush's Emergency Plan for AIDS Relief", identify important U.S. policy events related to AIDS/HIV from the last 25 years and hold a policy debate on the funding for AIDS/HIV programs.
Examine global health issues and the philanthropic efforts of Bill Gates. Working in groups, your class will research selected diseases focusing on symptoms, transmission, and prevention. They also conclude by writing grant proposals to help eliminate worldwide diseases.
Sixth graders explore agriculture as it relates to crops over the course of a series of historical events. They read and create a timeline of the 50-year increments that depict important cause and effect events. Students then use resources to further learn about the history behind agriculture. Finally, they acquire new terminology related to this topic.