INVESTIGATING+DISEASE+AND+PREVENTION

> Epidemiology is the study of the causes of diseases. Epidemiologists are scientists who conduct research into how disease is spread among populations. Their investigations lead to strategies for how to control and prevent the spread of illnesses. Five diseases—cholera, the flu epidemic of the 20th century, malaria, polio, and smallpox—are among many diseases that have plagued people for centuries. What different processes did scientists use to study these five diseases? What were some of the misconceptions people had about these diseases before scientists were able to understand their causes and how to prevent them? In this WebQuest, you will explore five different diseases that have affected people throughout history to find the answers to these questions. You will also create a timeline to describe the history of one of these diseases and how it impacts worldwide health today. > [|Top] > Your job in this WebQuest is to learn about diseases that have affected people for hundreds of years. You will investigate five different diseases to learn how scientists have worked to prevent their spread among populations. You will answer a set of questions about these diseases and their prevention to demonstrate what you have learned. Once you've conducted some research to increase your knowledge of these diseases and their prevention, you'll select one of the diseases to investigate further. You'll create a timeline that shows key dates in the study of that disease as well as other dates and events that occurred during the same period of time. The purpose of the timeline is to show how scientific study has led to discoveries that help prevent the spread of disease. You'll include a description of each date on the timeline and summarize the current state of prevention of this disease. > [|Top] > 2-3 days to answer the set of questions and produce the timeline and its descriptions > [|Top] > First, read through the following set of questions before you begin your Internet research. As you explore each site, look for answer to the questions. > **//Questions about Investigating Disease and Prevention//** > Next, visit the Web sites provided below to get more information about one of the diseases you researched to create a timeline. Your timeline should include important dates that led to discoveries about causes of and ways to prevent the disease. Write a summary about the importance of each date. You should also include dates and summaries in your timeline for other relevant historic events of the period. The end of your timeline should include a description of how the disease you researched currently affects people around the world. > [|Top] Look at the web sites given here to find the information that will help you answer questions about different diseases and their prevention, and to gather information to use as you build your timeline. >> Visit this page on the National Geographic Web site to learn more how John Snow used medical geography to help understand the spread of cholera during the 1854 outbreak. >> Find out about the flu epidemic of 1918 by visiting the Influenza 1918 site on the Public Broadcasting System Web site. >> Learn more about the influenza pandemic of 1918 by visiting this page on the Stanford University Web site. >> Read about how the polio vaccine was produced and tested at this page from the Public Broadcasting System Web site. >> Find out more about how the polio vaccine was developed on this page from Access Excellence. >> The World Health Organization provides information about malaria. >> Read more about malaria by visiting this page on the American Academy of Family Physicians Web site. >> Visit the National Library of Medicine's interactive page on malaria. You'll read about topics such as causes, symptoms, and prevention of malaria. >> Learn more about smallpox by investigate this Kidshealth page. >> Edward Jenner's study of smallpox is discussed on this page from the British Broadcasting Corporation. >> The Jenner Museum describes the accomplishments of British scientist Edward Jenner. Read about how Jenner studied the relationship between cowpox and smallpox on this page. You may use these resources to help you develop your timeline: [|**http://www.teacheroz.com/20thcent.htm**] >>> [|Top] In the process of completing this WebQuest, you've become informed about five different diseases: cholera, the flu epidemic of the 20th century, malaria, polio, and smallpox. You have read information to answer questions about this topic, and have increased your knowledge of how scientists have studied these diseases in the quest to minimize their impact on people and discover effective treatments. You've also used your research skills to create a timeline that describes how one of these diseases has affected people throughout history. [|Top] **WebQuest Teacher Page** **An Internet WebQuest** **INVESTIGATING DISEASE AND PREVENTION** **Introduction** >> In this WebQuest, students conduct Internet research to Investigate Disease and Prevention. After they conduct their research, they will answer questions about cholera, the flu epidemic of the 20th century, malaria, polio, and smallpox. Students also will research how scientists have investigated the causes of these five diseases and how to prevent them. Students will select one of the diseases to create a timeline of important historical dates to describe how that particular disease has been studied. >> [|Top] **Task** >> While students are doing their Internet research, they will answer the set of questions given. Each Web site has some of the answers to the questions, but several of the questions may require information from two or more of the web sites. Students should be able to compile information to answer the questions as they read through each Web site. >> As students research the answers to the questions, they will also gather information to use to create a timeline about one of the diseases investigated in the WebQuest. The timeline will show the course of history as scientists studied causes of the disease. The timeline will include other dates to provide a historical context for the periods displayed. >> >> **Objectives** >> [|Top] **Resources** >> Students will use the Internet links provided to find out all about five diseases: cholera, the flu epidemic of the 20th century, malaria, polio, and smallpox. They will learn about the strategies different scientists used to study these diseases, the misconceptions that people had about these diseases throughout history, and how different ways to treat these diseases were researched. In order to extend their understanding of one of these five diseases, students will use their research to create a timeline showing important dates in the study of the causes and prevention of that disease. >> [|Top] **Time** >> 2-3 days to answer the set of questions and produce the timeline and its descriptions >> [|Top] **Process** >> As students progress through the list of Web sites, you may help them focus on what they need to know to answer the questions. Several of the Web sites have links to other web sites with relevant information. If time allows, you may want to allow students to further explore subjects related to the five diseases investigated. Students will then continue with their Internet research to create a timeline about one of the five diseases they investigated. They should use their research as well as visiting additional Web sites to find more information in order to create a timeline. This product shows important dates in the scientific investigation of disease as well. The timeline will include other historical events that framed the course of events during that period of time as well as a summary of how the disease currently affects people. >> Have students review the rubric to understand how their final product will be evaluated. >> >> [|Top] **Evaluation** >> **Timeline Rubric** >> Points* || Self-//** >> **//Assessment//** || **//Teacher//** >> **//Assessment//** || >> || Include at least four points on the timeline related to scientific investigation about the disease. || 10 || || || >> || Include at least four points on the timeline relating other historical events to the timeline points about the study of the disease. || 10 || || || >> || Write a description for to each point on the timeline related to the study of the disease. || 10 || || || >> || Write a description for each point on the timeline related to historical events. || 10 || || || >> || Write a description about the current state of prevention of the disease. || 10 || || || *You may assign 10 points to each of the 5 questions for a total of 50 possible points. Possible answers to the questions are given below. //You may rate the answer to each question by the following scale: Excellent – 9-10 points; Very Good – 7-8 points; Good – 5-6 points; Satisfactory – 3-4 points; Poor – 1-2 points; and Unsatisfactory – 0 points.// >> **Possible Answers to Questions about Investigating Disease and Prevention** >> **//- Student Answers will vary.//** >> **Evaluating the Worksheet** >> Use the evaluation rubric or other means to assess each student's timeline. Evaluation of the timeline should include self-assessment and teacher assessment. [|Top] **Conclusion** >> Using information gathered from the Internet, students should be able to answer the questions about five different diseases and their prevention. Student should gain an understanding of how different diseases have been studied. They should also understand that these five diseases can be prevented. After completing their research, students should apply their knowledge to create a timeline that demonstrates their awareness of how the causes and the prevention of a disease are investigated. >> [|Top]
 * An Internet WebQuest**
 * INVESTIGATING DISEASE AND PREVENTION**
 * Introduction**
 * Task**
 * Time**
 * Process**
 * 1) How did John Snow use maps to study the spread of cholera?
 * 2) What were some of the misconceptions people had about the cause of the flu epidemic of 1918?
 * 3) How effective was Jonas Salk’s initial testing of the polio vaccine?
 * 4) What are some strategies used to prevent contracting malaria?
 * 5) What did Edward Jenner discover about the relationship between smallpox and cowpox?
 * Resources**
 * [|**http://www.csiss.org/classics/content/8**>>]The Center for Spatially Integrated Social Science describes John Snow's work in studying the causes and prevention of cholera.
 * [|**http://www.nationalgeographic.com/resources/ngo/>> education/ideas912/912cholera.html**]
 * **[|http://www.pbs.org/wgbh/amex/influenza/peopleevents/>> pandeAMEX88.html]**
 * **[|http://www.stanford.edu/group/virus/uda/]**
 * **[|http://www.pbs.org/wgbh/aso/databank/entries/dm52sa.html]**
 * **[|http://www.accessexcellence.org/AE/AEC/CC/polio.html]**
 * **[|http://www.who.int/topics/malaria/en/]**
 * **[|http://familydoctor.org/handouts/384.html]**
 * **[|http://www.nlm.nih.gov/medlineplus/tutorials/malaria/id319101.html]**
 * **[|http://www.kidshealth.org/teen/misc/smallpox_p2.html]**
 * **[|http://www.bbc.co.uk/history/discovery/medicine/smallpox_02.shtml]**
 * **[|http://www.jennermuseum.com/Jenner/cowpox.html]**
 * [|http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm]**
 * Conclusion**
 * **Investigate** how scientists have researched causes and prevention of five diseases: cholera, the flu epidemic of the 20th century, malaria, polio, and smallpox
 * **Create** a timeline to represent significant events in the process of investigating a preventable disease
 * **//Timeline Rubric//** || **//Possible
 * 1) John Snow used maps to locate where people who died during the 1854 outbreak of cholera lived. Using medical geography allowed Snow to determine that cholera was spread through water from one particular source.
 * 2) One of the many theories that people believed about the flu epidemic of 1918 was that Germany was responsible for starting the outbreak as a result of the outcome of World War I. Students should list other misconceptions as well.
 * 3) A first round of testing in April 1954 was exceptionally effective, preventing 60-70% of people from developing polio. Students should also mention the setback and how the vaccine was improved.
 * 4) One strategy to prevent contracting malaria involve the use of insecticide-treated mosquito nets. Since most bites from malaria-carrying mosquitoes frequently happen at night, sleeping in a mosquito net treated with insecticides directed at these insects may deter them from biting people. Students should list other strategies as well.
 * 5) Students should indicate that Edward Jenner found that people who had been exposed to cowpox, a weakened version of smallpox, were protected from contracting smallpox. Be sure students include how the vaccine affects the immune system and how the system responds in their answers.