Parasitism Teacher Resources

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Students research some parasite-borne diseases and report on how parasites infect their hosts and how people are trying to reduce infection rates.
Pupils count nematodes, cestodes and crustaceans on approximately one-hundred and fifty fish. They fill out autopsy reports for external and internal parasites then complete and discuss guide questions to make inferences about parasite evolution.
Students examine the physical characteristics of several parasites. In this biology lesson, students create a new parasite to pair up with a given organism in their worksheet. They make a model of it if time permits.
Twelfth graders investigate parasites and how parasite-borne diseases are spread. They conduct Internet research, answer handout questions, and identify methods that could reduce parasitic diseases in various countries.
Students survey and dissect as many fish as possible. They count nematodes, cestodes and crustaceans on the fish, fill out autopsy reports, and transfer data to a chalkboard data table. Students graph the results of the entire class and explore coevolution.
Students study the flea's life cycle and the reasons fleas are so attracted to our pets. They'll conclude by writing a story from the flea's perspective. They define the term, parasite and visit website imbedded in this plan to explore fleas.
Learners explore some insect parasites (e.g., mosquitoes and lice) as well as about insects in general. They see pictures of insects that bite and sting, and others of insects that don't bother people.
Learners investigate parasites and the diseases they can cause and carry. They read and discuss an article, conduct research, and create a fictional studenT story about the parasite they researched.
Students have discussions and complete activities about the pacific salmon life cycle and marine parasites. In this salmon lesson plan, students complete activities such as observing sea lice, playing a tag game, and a board game.
As a result of this lesson, upper elementary ocean explorers will be able to describe several interrelationships: symbiosis, mutualism, commensalism, and parasitism. They learn that the biological richness is increased near seamounts and use this type of community to find examples of each of these relationships. After discussion of these concepts, learners work in groups to research an individual seamount community member. They prepare reports to share with the rest of the class. 
Students participate in a series of activities designed to demonstrate the differences between symbiotic and parasitic relationships. They discuss the differences and catergorize man's relationship with nature.
Students consider the source of disease and parasites in West Africa. In this environmental issues instructional activity, students read "Working with Environmental Issues," by Fred Koehler. Students participate in an activity that requires students to consider solutions to water pollution issues in West Africa.
Sixth graders classify fungus into two different groups. In this fungus lesson, 6th graders collect as many pieces of fungus as possible. Students then classify these pieces of fungus as saprophytic or parasitic. 
This project provides learners the opportunity to investigate parasites as a possible cause of the observed frog deformities. It asks students to view web-based evidence and interpret whether it supports the parasite hypothesis. Learners write a letter to a scientist stating their opinions and questions about the parasite hypothesis as a culminating activity/assessment.
It sounds like the premise of a bad B-horror film from the 70s: a species of beautiful blue wasps turn cockroaches into zombies to host the wasps' offspring. Sometimes, however, nature is the best horror film of all. Carl Zimmer, parasite lover and science writer, explains the process behind the zombification of cockroaches by the parasitic jewel wasp.
Students consider parasites that seek human hosts. They prepare nutrient agar plates and cultivate samples of bacteria taken from their own bodies. They experiment with disinfectants and soaps to determine which method kills the most bacteria.
Use background information and vocabulary to familiarize your students with the concept of symbiosis and the role agriculture plays in the shared relationship. They then write the vocabulary in their lab books or journals, and read the story, listing the symbiotic categories.
Students study the Pacific salmon and see the different challenges they face.  In this environment lesson students complete several activities that show how humans have affected the salmon environment. These activities have varying levels of detail and can be spread over more lessons if required.
Seventh graders compare/contrast the life cycles of free-living organisms to that of parasites. They conduct Internet research, illustrate the stages of a specific organisms's life cycle, and direct and produce a mini-video production.
Biology or ecology learners studying parasitism or food webs will learn a lot from this lesson on the activity of nematodes. Learners collect soil samples, bait them with insect larvae, and then examine insect carcasses over time to observe the parasitic action of nematodes. This activity is an in-class field study requiring minimal preparation and equipment. You get a lot of bang for your buck with this lesson!

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