Bioterrorism

Title: Bioterrorism

Author: Jennifer Dwojakowski

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Students will be introduced to the history of and discover the purpose of using bacteria and viruses as weapons.

Focus Question: Why are bacteria and viruses considered by some to be effective weapons of the past and present?

Databases(s): Student Resource Center

Procedures:

Steps/Activities by teacher:

1. Create a PowerPoint® slide of a smallpox victim to display on your television while students are entering the room .
2. Begin class by having the class list characteristics of bacteria and viruses on the board to recall past lessons.
3. As a class read aloud the article from Gale Student Resource Center – Health Module titled, Smallpox. World of Health. Detroit: Gale Group, 2000.
4. Initiate additional class discussion pertaining to the article. Address issues like, “Why didn’t US and Russia destroy the last remaining samples of Smallpox?”
5. Printout a copy of Gale Student Resource Center – Health Module article, British biological warfare. (Papers). (smallpox used against Native Americans)(Brief Article). Jeremy Hugh Baron, to read aloud to the class.
6. After reading the article aloud, write the term bioterrorism on the board but don’t explain.
7. In small groups ask students to discuss with each other what the conversation in the article is talking about. Have someone in the group record the ideas the group generates.
8. Now instruct the small groups to define the term bioterrorism together.
9. Share out ideas as a class, recording them on the board as they are presented.
10. Have each student individually brainstorm a list of why a country or group of individuals might use a bacteria or viruses as a form of weaponry. Emphasize to them the idea of reflecting on their knowledge of the characteristics of bacteria and viruses.
11. Again using Gale Student Resource Center, have student access the article, British Medical Journal  327. 7409  (August 2, 2003) : p261 (1). Smallpox: could a deadly disease--declared eradicated on Earth--come back to haunt humans as a bioweapon. Science World 59.11 (March 7, 2003): p8(8).
12. Cut and past the chart that summarizes the potential types of biological weapons onto a PowerPoint slide and display it for the class to see.
13. Discuss the characteristics of each disease, what it is caused by and why it is a potentially good weapon.
14. Instruct students to read through the article and answer the questions at the end.
15. Have students do the writing presented at the end of the article that pertains to mandatory vaccination. Stress to them that they must explain thoroughly the specific reasons why they would choose either to be, or not to be, vaccinated based on what they know about the characteristics of bacteria and viruses.

Steps/Activities by student(s):

1. Help brainstorm with the class a list of characteristics for bacteria and viruses on the board, recalling your past lessons.
2. Volunteer as the class reads aloud the article from Gale Student Resource Center – Health Module titled, Smallpox. World of Health. Detroit: Gale Group, 2000.
3. Participate in a class discussion pertaining to the article.
4. Listen attentively as your teacher reads aloud to the class.
5. In your small group, discuss with each other what the conversation in the article is talking about. Have someone in your group record the ideas your group generates.
6. Now have your group define the term bioterrorism together.
7. Share your ideas as a class when instructed to.
8. Individually, brainstorm a list of why a country or group of individuals might use a bacteria or viruses as a form of weaponry. Be sure to reflect on your knowledge of the characteristics of bacteria and viruses.
9. Using Gale Student Resource Center, access the article, British Medical Journal  327. 7409  (August 2, 2003) : p261(1). Smallpox: could a deadly disease--declared eradicated on Earth--come back to haunt humans as a bioweapon. Science World 59.11 (March 7, 2003): p8(8).
10. Read through the article and answer the questions at the end.
11. Complete the writing presented at the end of the article that pertains to mandatory vaccination. You must include specific reasons why you chose to or not to be vaccinated based on what you know about bacteria and viruses.

Outcome: Students will be able to explain why bacteria and viruses have been and will continue to be used as biological weapons.

Related Activities: : This activity is easily integrated with:

• Math can be incorporated by:
• Calculating the relative size of a bacterium or virus using exponents.
• Calculating exponential growth of bacterial and viral colonies.
• Global Studies can be incorporated by:
• The lesson focuses on the history of smallpox which could be expanded.
• The idea of Jenner’s working the area can be looked at from a historical perspective.
• Discussion of financial, environmental consequences through the use of biological weapons over other weapons can be looked into in greater detail
• English can be incorporated by:
• Students can do letter writing to the government about preparedness for biological weapon attacks.
• Debating topics of vaccinations or vaccinations.

Standard Date: December 1994

Content Standard(s): NS.9-12.3(C) Biological evolution; Interdependence of organisms; Behavior of organisms; NS.9-12.5 (E) Abilities of technological design; NS.9-12.6 (F) Personal and community health; Population growth; natural resources; Natural and human induced hazards; NS.9-12.7(G) Science as a human endeavor; Nature of scientific knowledge; Historical perspectives

Performance Indicators:

• At Level 1, the student is able to:
  • Listen to a reading and give constructive feedback using prior knowledge
• At Level 2, the student is able to:
  • Draw conclusions about bioterrorism potential based on article evidence
• At Level 3, the student is able to:
  • Create a persuasive essay that details whether they would or would not choose to be vaccinated against smallpox while demonstrating their prior knowledge of bacteria and viruses.

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• A1 Communicate and defend a scientific argument
• A2 Scientists usually inquire about how physical, living or designed systems functions; Results of scientific inquiry emerge from different types of investigations and public communication among scientists, Scientific explanations must adhere to criteria such as a proposed explanation must be logically consistent; must abide by the rule of evidence; it must be open to questions and modification; and it must be based on historical and current scientific knowledge
• C3 Biological evolution
• C4 Interdependence of organisms
• C6 Behavior of organisms
• E1 Identify a problem, Communicate a problem, process and solution, Evaluate a solution and its consequences, communicate the problem, process and solution
• E2 Science often advances with the introduction of new technologies
• F1 Personal and community health

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.