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Instructional Video5:17
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\n\"What\n\n
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\nTED-Ed\n
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\nWhat Makes TB the World's Most Infectious Killer?\n

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\n\nFor Students\n\n6th - 12th\n
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\nTuberculosis is one of the most pervasive—and one of the oldest—diseases in the world. Why is it so hard to control the spread of this sickness? Watch an informative video about the white plague, also known as consumption, that...\n
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Instructional Video5:06
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\n\"How\n\n
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\nTED-Ed\n
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\nHow Do Germs Spread (and Why Do They Make Us Sick)?\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nMuch the chagrin of mothers around the world, germs are everywhere; it's unavoidable. Learn how these microscopic invaders have evolved different ways of spreading from one host to another with this short instructional video.\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Nature of Disease\n

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\n\nFor Students\n\n9th - 12th\n
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\nIn this disease worksheet, students read information about infectious diseases, how they are transmitted, and how they are treated. Students then complete 6 fill in the blank questions.\n
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\n\"Disease\n\n
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\nCurated OER\n
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\nDisease Diagnosis\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers comprehend how biotechnology can be used to diagnose infectious disease such as protein technologies vs. DNA technologies. They comprehend procedure and uses of PCR, Western Blot, and ELISA as diagnostic tools. Students...\n
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\n\""The\n\n
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\nCurated OER\n
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\n\"The Role of ELISA in Diagnosing HIV Patients\"\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore how proten biotechnologies can be used to diagnose infectious disease specifically how ELISA uses immunological principles as well as enzymes to diagnose patients, and with specifics with HIV. They perform a successful...\n
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\n\"Disease\n\n
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\nCurated OER\n
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\nDisease Warriors\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents explore the importance of vaccines in fighting childhood disease.  In this health lesson, students play a game to model how vaccines protect against the spread of infectious disease. Students play a tag based game in which...\n
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\n\"Human\n\n
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\nCurated OER\n
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\nHuman Population's Response to Re-emerging and Emerging Infectious Diseases\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the human population response to microbial diseases.  In this disease lesson students observe population trends, write about a scientist and evaluate and defend current treatments for infectious diseases. \n
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\n\"Straining\n\n
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\nCurated OER\n
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\nStraining to Understand Viruses\n

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\n\nFor Teachers\n\n6th - Higher Ed\n
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\nStudents examine the differences among the strains of deadly viruses and create research-based visual displays about the origins of different strains, transmission, symptoms, treatments and historic impact of specific viruses.\n
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Unit Plan
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\n\"Immune\n\n
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\nCurated OER\n
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\nImmune System: The Master of Self-Defense\n

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\n\nFor Teachers\n\n6th\n
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\nStudents examine the role of the immune system in the human body. They conduct a hand-washing experiment, answer questions while viewing videos, discuss key vocabulary, draw and label illustrations, and observe demonstrations and record...\n
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Lesson Plan
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\n\"Infectious\n\n
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\nCurated OER\n
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\nInfectious Disease Case Study\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents list the steps an epidemiologist takes to detect a pathogen. They role-play as scientists as they investigate the cause of the outbreak in Japan during 1996.\n
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\n\"The\n\n
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\nThe Science of Microbes\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents will explore cells to understand that all living things are composed of cells. For this science lesson, students use the scientific process and work in cooperative groups to gain a better...\n
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\n\"EMERGING\n\n
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\nCurated OER\n
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\nEMERGING DISEASES RESEARCH PROJECT\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders work in teams to gather and present historical as well as current information about an infectious disease. They complete student reports on a Disease Database form for all diseases selected. Students then share their...\n
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\n\"Climate\n\n
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\nCurated OER\n
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\nClimate Change And Disease\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents consider the role of climate change in the occurrence of vector born diseases such as malaria. In small groups, they research a specific vector to complete an information chart on climate changes in the region where the vector...\n
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\n\"Who’s\n\n
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\nCornell University\n
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\nWho’s Got The Flu?\n

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\n\nFor Students\n\n8th - 12th\n\nStandards\n
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\nBecome an immunologist for the day. Scholars elicit the use of the enzyme-linked immunoabsorbent assay (ELISA) to diagnose an infectious disease. Through the process, they learn about the immune system response to infectious diseases.\n
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Interactive
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\n\"MedMyst:\n\n
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\nCenter for Technology in Teaching and Learning\n
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\nMedMyst: Disease Defenders\n

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\n\nFor Students\n\n6th - 8th\n\nStandards\n
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\nThe news often refers to a team of experts handling situations and outbreaks of illnesses. Young scientists learn about such a team as they train to prevent infectious disease outbreaks  Scholars meet three experts, learn about...\n
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\n\"Wherever\n\n
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\nCurated OER\n
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\nWherever We Go, There They Are!\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nThe central video for this lesson is not available through the included resource link. However, the activity that simulates the passing of a virus through a population is impacting and the other resource links are invaluable. Use this...\n
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\n\"HIV/AIDS\n\n
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\nCurated OER\n
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\nHIV/AIDS & Other STDs, Day 1: Germs & Risk\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAssist your secondary special education class for understanding risky behavior, hygiene, and STDs. The class discusses how germs spread, how people get sick, and what needs to be done to prevent the spread of communicable diseases. They...\n
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\n\"STD\n\n
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\nCurated OER\n
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\nSTD & HIV/AIDS, Day 2: HIV/AIDS - Staying Safe\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nDecrease risky behavior and inform your secondary Special Ed class about AIDS/HIV. They talk about germs, AIDS, transmission, and staying safe. Developmentally disabled individuals need to be informed about safe sex and disease...\n
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Activity
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\n\"West\n\n
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\nHoward Hughes Medical Institute\n
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\nWest Nile Virus: Vectors and Hosts Game\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe spread of an infectious disease can be a complicated process. Using a game approach, learners reenact the spread of the West Nile virus. They learn the need for the vector in transmitting the disease and how different organisms react...\n
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\n\"Arctica\n\n
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\nCurated OER\n
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\nArctica - An Interactive Mystery\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nRumours of illness, poisoning, and madness - a ship disappears without a trace! Read this interactive science story and use deductive reasoning skills to solve a mystery. This engaging resource gives science stars a chance to practice...\n
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AP Test Prep
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\n\"2005\n\n
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\nCollege Board\n
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\n2005 AP® Environmental Science Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n
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\nCan the increase in meat production keep pace with the increase in population? Individuals analyze data to determine when human populations will exceed meat production at the current rates of increase. They also consider infectious...\n
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Instructional Video2:48
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\n\"Why\n\n
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\nMinuteEarth\n
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\nWhy Are There Dangerous Ingredients In Vaccines?\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nHow does a cocktail of aluminum, formaldehyde, and an infectious disease keep you healthy? Science scholars explore the composition and role of vaccines in a short video that explains how vaccines interact with our immune systems, why...\n
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\n\"Microbe\n\n
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\nCurated OER\n
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\nMicrobe Multiplication Magic\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents discover how microbes multiply. In this infectious disease lesson, students calculate the growth of bacteria in various environments. Students determine the role that the environment plays in the spread of infectious disease.\n
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\n\"Epidemic,\n\n
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\nCurated OER\n
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\nEpidemic, Plague, and Infection\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents investigate the illness borne in concentration camps. In this Holocaust lesson, students participate in a simulation that requires them to consider how ailments became epidemics in concentration camps.\n
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