6-12
© 2006-2011 Patrick McKenzie. Bingo cards feature the names of viruses. Teachers call out the names of viruses, or, for more challenge, a clue to the virus.
Activity Duration: 15-30 min
Cost: free trial
Standards:
Teacher comments:
Middle school teacher: Kids love "games"! Use an incentive like a piece of candy or pencil, etc. and you'll double the attention level. Rating: Recommended
High school teacher: The game can be modified by the instructor by giving clues, causes, symptoms, etc. to make the game more challenging. Rating: Highly recommended
Virologist comments:
Perhaps a good activity for younger (elementary school) students. Very simplistic. Rating: Acceptable
5-8
© 2004-2011 Baylor College of Medicine. Through a series of inquiry-based lessons, students explore the world of microorganisms. They learn that microbes can be bacteria, fungi, protists, or viruses, and they create scale models to compare microbes’ relative sizes. Using evidence to determine whether a patient has a cold, flu, or strep infection, students discover the differences between bacterial and viral infections; they explore modes of transmission for infamous diseases, and they are introduced to the human immune system.
Activity Duration: 30-60 min each
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: This is a nice resource because it's a complete lesson: pre-assessment, lab activity, and post-assessment. Students should leave this activity being able to say what they learned. The concept map might be a little difficult for students on their own, but could be a good post-discussion activity. NOTE: There are some materials that need to be purchased (Glo kit). Rating: Recommended
Virologist comments:
Great emphasis on critical thinking for diagnosis and importance of distinguishing viral from bacterial infections (e.g., antibiotic over-prescription). Rating: Highly recommended
7-12
© 2009 Andrea Liatis, Emory University and Amanda Lockhart, Decatur High School. Creating Active Student Engagement in the Sciences (CASES Online), Emory University. After reading short scenes aloud, students discuss their observations about bacterial and viral infections and the role of antibiotics in fighting disease. They research the structures and functions of viruses and bacteria as well as the modes of transmission, and they present their findings to the class. Used with permission.
Activity Duration: 1-2 hr
Cost: free
Standards:
Very accessible lessons for high school students. Peer review of others' work is a good motivator for students and great for generating discussions to follow. I'm not sure of the utility of "Design a Virus," but it may be a fun in-class activity. Rating: Highly recommendedTeacher comments:
Middle school teacher: This lesson puts more responsibility for learning on the student. It would make a good reinforcement for prior learning or good intro activity to see what kids know. Might be hard to keep students' attention. Need to put a time limit on it or more of a specific task. Lesson could be manipulated to meet needs/time limits. Rating: Acceptable
High school teacher: This activity seems to be a good introduction into the difference between bacterial and viral infections, how infections may be transmitted, and how we treat these infections. Rating: Recommended
Virologist comments:
6-12
© 2011 Discovery Education. Students discover how an infectious disease can spread; they then create a plan to contain it.
Activity Duration: < 15 min
Cost: free
Standards:
Teacher comments:
Middle school teacher: Quick and simple activity to show how infectious diseases can spread. Not a lot of setup required; however, not as appealing to students as there isn't a lot for them to do. I also see a possible issue with putting kids' names on the board. Kids can be rude and disrespectful, especially in the context of diseases, etc. Just a middle school teacher's perspective. Rating: Acceptable
High school teacher: This activity would be a good introductory activity. Would help explain some concepts, including scientific modeling. There are other activities available on this site that are also useful. Rating: Recommended
Virologist comments:
Simple exercise, good for elementary or middle school students. Perhaps combined with epidemiologic study for more advanced students? Rating: Recommended
6-8
© 2004 Montclair State University. Five instructional modules explore specific health-related issues through the science of epidemiology. The modules prepare students to make personal and collective evidence-based health-related decisions. Module 1 consists of six investigations that explore how diseases are geographically distributed. Module 2 consists of ten investigations that explore diseases and their causes.
Activity Duration: 1 hr each
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: Seems to be a lot of prep work. Teacher will likely need the aid of a paraprofessional to assist. A lot of reading. Might be difficult in a large classroom setting. A lot of copies need to be produced, but most of it can be reused. Nice problem-solving activity. Going to be difficult to keep kids attending to the task. Rating: Acceptable
High school teacher: These are what I consider to be 'bulky" activities. They require a lot of time to prep and the PPTs (Power Points) are very basic. Perhaps good for middle level if teacher has a lot of time and not a lot of high-level students. Rating: Not recommended
Virologist comments:
Some minor typographic errors in classroom presentations, but overall a good introduction to Chi Square contingency analysis of risk/benefit. Rating: Recommended
9-12
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Through an inquiry-based activity, students demonstrate how germs spread. Then, through a WebQuest, students determine the abundance and types of microbes around them.
Activity Duration: 6 hr
Cost: cost of supplies
Standards:
Teacher comments:
High school teacher: Having students exposed to agar and other laboratory materials used in microbiology is important to attract kids to this field. It could and should be used during a scientific-method unit or a great intro unit in microbiology. The PDF file is extremely well done, with links to all the teacher supplies needed. This is a perfect model for how Web sites should be used to help teachers with a specific curriculum. This site also provides links to a WebQuest activity, so it could be used as part of a larger unit. I love the activity but it may be hard to complete due to its length. Rating: Recommended
Virologist comments:
This is a very ambitious activity, but it can be modified for the target age group. I very much like the activities directed toward learning the scientific method. If this activity were divided into two activities, I would give high marks to the first half. Some information about the different types of microbes is not totally accurate. Rating: Acceptable
9-12
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). By stepping into the role of a public health officer, students learn about epidemiology and get an overview of the disease transmission cycle. A guide for Science Olympiad participants describes the steps of an outbreak investigation and how epidemiologists evaluate and test hypotheses.
Activity Duration: 1-2 hr
Cost: free
Standards:
Teacher comments:
Middle school teacher: At the middle level, I haven't seen much done in epidemiology. This activity seems a little long for the attention span of a middle-level student. Some of the thought processes/problem solving might be too advanced for the middle-level student. Rating: Questionable
High school teacher: These activities are good for high-level 9-12th graders. The explanations are valid but require abstract thinking. The vocabulary level is quite high for students, e.g., aseptic meningitis, cohort, cluster of, etc. Rating: Recommended
Virologist comments:
Hepatitis B, tuberculosis, and meningitis as examples may be effective for capturing the interest of high school students. Although the introductory page suggests methods for engaging students (e.g., selection of students to play roles as facilitator, recorder, and reporter), the exercises are dry--it is up to the instructor to convince students to become engaged. Rating: Recommended
4-7
© 2008 Hall of Health. Children’s Hospital & Research Center, Oakland; Health & Biomedical Science for a Diverse Community. Students better understand communicable diseases as they create models of germs, act out the response of the immune system, watch germs spread, solve epidemiological mysteries, and test methods for killing germs.
Activity Duration: 5 x 1 hr
Cost: cost of supplies
Standards:
Teacher comments:
Elementary School teacher: This is a very user-friendly and organized Web site for teachers. This activity is more related to the health curriculum than to science standards. Rating: Recommended
Middle School teacher: This is a nice resource because it is complete: summary, lesson plans, and student worksheets. Each lesson can stand alone or be used with others. The lesson plans include extensions and references. The worksheets are student-friendly and easy to reproduce. Students should leave this activity being able to explain key concepts about how infectious diseases are spread. Rating: Recommended
Virologist comments:
This activity has lots of good concepts and provides much opportunity for discussion. It leads up nicely to Lesson 5 on antigens and antibodies. Rating: Highly recommended
4
Division of Vector Borne Diseases (DVBD), National Center for Emerging and Zoonotic Infectious Diseases (NCZID), Centers for Disease Control and Prevention. A series of 5 lessons introduces students to the life cycle and behavior of mosquitoes and how they transmit disease. A discussion of the prevention of La Crosse Encephalitis is relevant to other mosquito-borne diseases.
Activity Duration: 5 x 1 hr
Cost: free
Standards:
Teacher comments:
Elementary school teacher: The objectives and materials were well stated, but the lesson itself was long. The actual lesson steps were not stated. It did not seem to be a lesson plan for students but rather a lesson for the teachers on mosquitoes. This is not a teacher-friendly Web site. The homework projects were much clearer. There is a lot of material here. Rating: Questionable
Virologist comments:
This activity is very well done and can be adapted to a large number of age groups. Many important topics are covered. The role of mosquitoes in viral transmission is very clear. The movie and the slides are excellent. The Teacher's Guide is very good. Rating: Highly recommended
9-12
©1999 by the BSCS and Videodiscovery, National Institutes of Health. Students explore the relationship between basic biomedical research and the improvement of personal and public health. They classify diseases as emerging, re-emerging, or endemic and assume the roles of public health experts to investigate the cause of a mystery disease. They give examples of how infectious agents can be transmitted to humans and explain how environmental changes can result in the emergence of infectious diseases.
Activity Duration: 15-30 min
Cost: free
Standards:
Teacher comments:
High school teacher: Well-organized, easily accessible materials. Materials well constructed and clear with appropriate reading level. Easy for teachers to use. Rating: Highly recommended
Virologist comments:
Great examples of organizational approaches and critical thinking for examination of current concerns. Rating: Highly recommended
6-8
© 2011 by AAAS. Students simulate the spread of a disease with tap water and NaOH and try to determine the original source. Using disease cards, which include descriptions of symptoms, students act out different diseases for the class to identify. Internet resources are used to understand how viruses infect humans and interfere with normal body functions, and how infectious diseases can be treated or prevented.
Activity Duration: 30-60 min
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: A good activity that involves "chemistry" and "science tools." Fun problem-solving activity. This activity involves a lot of reading (the setup and extensions). Might be tough for certain populations. The activity can be modified, or used as a class activity. NOTE: Have headphones available for students for the Podcast. Rating: Recommended
Virologist comments:
Great content, but I'd like to see a more obvious discussion of how viral infections can be treated--that antibiotic prescription is not indicated. Rating: Recommended
7-12
Columbia University’s Summer Research Program for Science Teachers. This lesson plan encourages students to explore how viruses and bacteria spread, how the body defends against pathogens, and how to identify white blood cells.
Activity Duration: 2 hr
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: Good intro to how disease is spread. Activity involves some preparation--making a solution--and requires phenolphthalein. Supports the health curriculum. Good ideas for research, creating portfolios, and projects to be done outside of class time. Rating: Recommended
High school teacher: The lesson is very interesting, although a 7th grade teacher may not have the supplies for it and 7th graders may miss the indicator analogy. The site deals with binding, then moves to inflammatory responses, then to immune-system responses. This would be a great lesson for high school microbiology. The site is boring and not attractive. Rating: Recommended
Virologist comments:
The exercises were designed using the National Academy of Sciences Standards for Science Education for assessment. However, the exercises are only briefly described for the educator and there are no classroom materials included to assist in structuring the activity for students. Therefore, it is best suited for elementary-level students. Rating: Questionable
11-12
Columbia University’s Summer Research Program for Science Teachers. This lesson plan simulates an infectious disease outbreak based on an actual outbreak in 2005 in Angola. Students work in teams as Special Pathogen Agents to gather information about blood and pathogens to formulate a diagnosis. They explore molecular genetics and immunology to identify the true pathogen and the cause of the outbreak.
Activity Duration: 2 hr
Cost: free
Standards:
Teacher comments:
High school teacher: Unattractive site, but an interesting activity. For the most part the lesson is appropriate, but I feel the learner may have to make too many assumptions since an entire case study is being based mainly on one Web site. The special pathogens unit is a very interesting field and will excite a lot of kids, but I am not sure they can get all the teacher wants from the one site. Rating: Acceptable
Virologist comments:
This is an excellent problem-based learning activity. It is well structured. The role of each group of students is well defined. The references are excellent. Rating: Highly recommended
7-12
© 2011 Genetic Science Learning Center, University of Utah. This activity demonstrates the specificity of viral vectors for target cells in gene therapy delivery methods using two approaches: 1) Styrofoam models demonstrate viral ligand binding to receptor proteins on the surface of target cells; 2) Students use paper models of viruses and cells to find the appropriate match between viral ligands and cell receptors.
Activity Duration: 15 min
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: This activity seems best suited for upper-level genetics students who want a hands-on type of activity. The target cell activity can be used in cell specialization in middle-level classrooms. Not sure if the prep work involved is an efficient way of demonstrating the material. Rating: Questionable
High school teacher: Good materials and useful activity. Rating: Recommended
Virologist comments:
Clear demonstration and hands-on approach to understanding "recognition." Rating: Highly recommended
2-4
© 2008-2012 The Regents of the University of California. All Rights Reserved. Science & Health Education Partnership. Students learn about different classes of germs via a book and discussion. Students first assign germ names to stuffed “microbe” animals, then they describe the symptoms and modes of contracting germs. Finally, they try to wash “GLO Germ” off their hands to reinforce the importance of personal hygiene.
Activity Duration: 2-3 hr
Cost: $55 per GlitterBug kit
$15 per book
$7 per stuffed "microbe"
Standards:
Teacher comments:
Elementary school teacher: Good hands-on activities for students and concrete examples for three different types of germs. Most supplies, however, would need to be purchased. Rating: Acceptable
Middle School teacher: The Glo Germ would be a great way to introduce viruses and bacteria, but Glo Germ and the black light are expensive. The vocabulary fits with 7th Grade life science topics. Rating: Acceptable
Virologist comments:
This activity is very age appropriate. Sounds like fun! Rating: Highly recommended
7-12
© 2011 Discovery Education. Students learn the basics about viruses, recognizing their occurrence in plants as well as animals and that some viruses are helpful to humans. Students imagine they are part of a team of scientists assigned to stop a local weed epidemic by genetically engineering a virus that will target the weed. They sketch the weed they would like to target, and then they sketch a virus they have designed to attack the weed.
Activity Duration: 4 hr
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: Objectives are clearly stated. It's a research project using Internet sources. You would have to find some sources you want students to use and have your media specialist assist with written books from the library. This would take some time when you first do the research. Students have a "real world" problem to solve in their research. Students work in cooperative groups to solve the problem. A rubric is included for grading. Good ideas for extensions of the activity. Rating: Recommended
High school teacher: The Web site presents a creative lesson for students, but the burden is still on the classroom teacher, as the site doesn't give much information nor good links for obtaining virus information. The site touches on most virus content found in high school microbiology. Not a very pretty site, but useful enough. Rating: Acceptable
Virologist comments:
The stated objectives of this exercise are good; however, there is not much guidance. The exercise assumes that students and teachers have some familiarity with viruses. The instructor will need to be very well informed. The idea of releasing a genetically engineered virus for a "weed epidemic" is questionable. The references provided are very general. Rating: Acceptable
6-9
© Copyright Science upd8, UK. Students learn of Vietnamese villages that are disease free thanks to local children and scientists using biological and environmental controls without the use of insecticides. This poster-making activity reinforces students’ understanding of food chains as they work out how the Vietnamese children eliminated the virus and explain why the strategy works.
Activity Duration: 15-30 min
Cost: free
Standards:
Teacher comments:
Middle school teacher: Interesting information, but not very exciting. Not a lot of science involved. Students make and share posters about controlling mosquitoes. NOTE: The video clip is not narrated in English (but it's still neat to watch). Rating: Acceptable
High school teacher: This is fundamentally a good activity, but the posters are both in color (for student handouts) and not real clear as to their intent. The short video appears to be narrated in Vietnamese. Assumes substantial pre-teaching time. Rating: Acceptable
Virologist comments:
Good introduction to prevention of mosquito-borne viruses. Students will benefit from the discussion of simple measures we can take to keep the environment free of mosquitoes. Also good basic information about dengue. Rating: Recommended
7+
© 1995 – 2011 Public Broadcasting Service (PBS). NOVA Teachers. Using strips of green and white paper, students simulate and trace the spread of a virus.
Activity Duration: 30-60 min
Cost: free
Standards:
Teacher comments:
Middle school teacher: Nice group activity. Not too overwhelming or confusing. Not a lot of expensive supplies to buy. Items can be reused. Perfect middle- level activity! Rating: Highly recommended
High school teacher: This activity is easy to assemble and has clear application to the subject matter. My students were very engaged in the activity. Rating: Highly recommended
Virologist comments:
Rating: Acceptable
6-12
© 1995 – 2011 Public Broadcasting Service (PBS). NOVA Teachers. Learn how disease specialists traced the origins of an outbreak of the deadly Ebola virus, which swept through Zaire in 1995. The specialists compiled a complete “chain of death” of the epidemic; they explain why they fear a mutation of Ebola will emerge that is even more difficult to contain.
Activity Duration: 1 hr
Cost: $19.95
Standards:
Teacher comments:
High school teacher: The video has very sobering material--an excellent production, but may be very concerning (scary) to younger middle school students.
9-12
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Students become CDC scientists and investigate a recent outbreak of hantavirus. They identify the disease, the sequence of events, methods of transmission, and how to prevent the infection.
Activity Duration: 7-9 hr
Cost: free
Standards:
Teacher comments:
High school teacher: This is a case study role-play activity. Students role-play as CDC professionals and discover that the virus they are studying is hantavirus. Through the process, they learn about the different symptomatic and physiological effects of hantavirus on humans. The Web site is unattractive, although not difficult to navigate. This activity should only be done in the confines of a microbiology class in high school. It is too long and detailed to be effective in an early high school setting. Rating: Acceptable
Virologist comments:
The exercise is well done and will be valuable in learning about the disease as well as the process of identifying the agent of an outbreak caused by an unknown agent. The key link ("Tracking a Mystery Disease") needs to be updated. It is now www.cdc.gov/hantavirus/hps/history.html Rating: Recommended
8-12
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Students research hantavirus pulmonary syndrome to produce a public-service announcement in the form of a brochure, poster, radio announcement, or television commercial.
Activity Duration: 3-4 hr
Cost: free
Standards:
Teacher comments:
Middle school teacher: The lesson involves a lot of reading for middle school students. It reads at a high school level and would be a challenge for middle school students, especially for struggling readers. Rating: Questionable
High school teacher: This activity hits curriculum objectives that are found predominantly in microbiology, an upper-level high school class. It may be successful in middle school but is not a good use of curricular time. Site is not attractive, but is only needed for PDFs. Rating: Acceptable
Virologist comments:
The exercise is excellent. The lesson plan is of high quality, although some of the links need to be updated. The ones that are present are excellent. Rating: Highly recommended
9-12
© 1994-2009 by Access Excellence @ the National Health Museum. Students simulate sexual contact by exchanging fluid from test tubes filled with water and one containing sodium hydroxide (NaOH). The acid-base indicator, phenolphthalein, reveals who has been infected. The students then investigate where the original infection began.
Activity Duration: 30-60 min
Cost: cost of supplies
Standards:
Teacher comments:
High school teacher: I have reviewed several of these types of activities and know that students love things that change color. As a chemistry teacher I am really hesitant to give kids unmarked clear liquids--it is a violation of best practice for me. Although 0.1 M NaOH is not very concentrated, it does have potential risks, particularly for younger, less mature students. Rating: Acceptable
Virologist comments:
A good general exercise about spread of infectious disease. Rating: Acceptable
9-12
© 1994-2009 by Access Excellence @ the National Health Museum. Students use a model to illustrate the spread of HIV, and they act as epidemiologists to explore the dilemmas of HIV infections. Students then produce a play, skit, or some other vehicle to present information about HIV to younger children.
Activity Duration: 30-60 min
Cost: cost of supplies
Standards:
Teacher comments:
High school teacher: This teacher did a great job of emphasizing the ethical points of personal decision-making. I have concerns about handing students unmarked clear substances. Rating: Acceptable
Virologist comments:
Exercise on transmission is effectively combined with ethical and moral discussion. Rating: Highly recommended
11-12
© 2007 University of Rochester. Life Sciences Learning Center. Students learn how the immune system responds to subunits of HIV virus genome and use immunoassays to determine the effectiveness of potential AIDS vaccines.
Activity Duration: 2 hr
Cost: cost of supplies
Standards:
Teacher comments:
High school teacher: The complexity of this activity is way beyond what is expected for a normal microbiology class in high school and is generally greater than what I have seen in an introductory university microbiology course. This would be a great activity for an afterschool higher-level science club. The vocabulary is beyond what a normal microbiology student would be expected to know or use. Rating: Not recommended
Virologist comments:
This is a great series of exercises for high school students. Some challenging aspects of molecular immunology are presented very clearly, and the PowerPoint animations are helpful. Rating: Highly recommended
9-12
© AMREF Canada | African Medical & Research Foundation, African Health Development Organization 2011. The number of child-headed households is growing in Africa and other parts of the world. This activity encourages students to think about children who have no parents or other adults at home and what these children would have to do to take care of themselves.
Activity Duration: < 15 min
Cost: free
Standards:
Teacher comments:
High school teacher: This is a short and really good class activity. In addition to life sciences, it would be an excellent geography activity in the population/economics units. Rating: Recommended
Virologist comments:
Content is accurate. Rating: Recommended
5-12
© 2011 Baylor College of Medicine. This curriculum consists of five activities that explore part of the HIV/AIDS story. Students construct paper models of the HIV virus to understand its structure and how it replicates itself. Students learn how to calculate exponential growth, graph transmission rates, and plot the spread of HIV on a world map. They then focus on the United States when they create presentations about HIV/AIDS in America.
Activity Duration: 7-9 hr
Cost: free
Standards:
Teacher comments:
Elementary school teacher: Of the five lessons, I found the exponential growth and the two mapping activities well suited for 4th and 5th graders and perhaps an appropriate way of introducing this disease. The two particle lessons would be very difficult for most elementary students to grasp, even with the student- made models. Lessons utilize cooperative learning groups with hands-on activities. Rating: Acceptable
Middle school teacher: The Teacher's Guide is very well done, easy to follow, and has great instructions. Extensions for learning are included and there are awesome stats to explore. Visuals are included for each activity. Rating: Highly recommended
High school teacher: Nice site with tons of information that encompasses all types of virus information and most virus objectives found through most curricula. This can be used by a wide range of age groups. The only problem is that the information is contained in PDF files. More flash animations or more interactive info would make it a perfect site. Rating: Recommended
Virologist comments:
This site provides fantastic detail in all aspects of the exercises and is accompanied by an impressive list of support URLs for the teacher. The first two activities help students visualize a virus particle and the important points of virus replication. These exercises will engage students' imaginations and help them understand general concepts applicable to all microbes and infectious disease. The detailed descriptions of cooperative learning methods in the epidemiology module are likely to engage students with different learning styles as they work in teams to model the process of "virus hunting." I believe that the exercise is a good learning tool for grades 5 - 8. Rating: Highly Recommended
6-12
© 2010 Howard Hughes Medical Institute. Students simulate taking HIV antiretroviral drugs by using mints and Kool-Aid. They will experience how easy or difficult it is to fully adhere to a treatment program.
Activity Duration: 10 days x 15 min
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: Neat idea for an activity. Students will obviously love the simulated "medicine." Students are responsible for journaling/charting their activity over a 10-day period. Rating: Recommended
High school teacher: This is a creative activity that applies to many endemic diseases (TB, for example). The activity is clear, the materials are inexpensive, and the practice of taking/interpreting data is excellent. Rating: Highly recommended
Virologist comments:
Students definitely gain understanding from this activity, if it is executed correctly. Rating: Highly recommended
9-12
© 2011 National Academy of Sciences. Marian Koshland Science Museum of the National Academy of Sciences. Students examine source data from the World Health Organization (WHO) and analyze the state of the HIV pandemic in several hard-hit countries. They develop an understanding of how infectious diseases can be controlled in different regions of the world given certain socio-political and economic realities.
Activity Duration: 1-2 hr
Cost: free
Standards:
Teacher comments:
High school teacher: This is exceptionally well organized. It incorporates multiple skills of data analysis and graphing. The video is excellent and a good length (~8 min) for class viewing. Rating: Highly recommended
Virologist comments:
This is an excellent activity. It covers many topics: antiretrovirals, social factors, geography, structure and genetic diversity of viruses, vaccine potential, and more. It is a well-constructed and valuable exercise. The videos are excellent, and I would be happy to use them in a college class. A few key links are not available, such as the World Bank links and http://www.who.int/hiv/countries/en/index.html, which appear to be important for data collection. Rating: Highly recommended
9-12
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Working in teams, students search identified Web sites for basic information on HIV, the history of the virus, and misconceptions surrounding the virus. Students work together to answer questions on a review sheet that is passed from student to student. After discussing the answers, students check the back of their sheets for an X that was pre-marked on one of the sheets. This person is the carrier of a virus. Those students who wrote answers on that paper are also infected. Students draw conclusions about the spread of HIV through this simulation.
Activity Duration: 2 hr
Cost: free
Standards:
Teacher comments:
High school teacher: Overall, the activity is well thought out. Designing a poster to make people aware of the truths and falsehoods regarding the HIV virus is a great activity. This activity may be more appropriate for an afterschool science club because, although it deals with the spread and prevention of viruses, it is very specific to one virus. Standards do not generally allow for such specificity over a 2-day period. Rating: Acceptable
Virologist comments:
This is an excellent activity to introduce viruses, disease, and disease transmission to this age group. The lesson is well planned throughout and allows for interactions. The activity has good assessment of the success of the lesson. The CDC Web site for ages 9-13 and the BAM.gov sites should be fun for this age group. The Web references are all very appropriate. Rating: Highly recommended
6-8
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Using identified Web resources, students investigate several viruses, gaining an understanding of the distinction between a virus and a disease. Then, using paper and envelopes, they simulate the spread of viruses. A discussion helps to correct misinformation about HIV/AIDS.
Activity Duration: 2 hr 35 min
Cost: free
Standards:
Teacher comments:
Middle school teacher: Great worksheets for students to complete the lesson. Students will love the clipboard sheets. Several hours will be necessary to prep for this activity. I would not put student names on the board for the activity; I suggest assigning numbers or fake names to the participants. Rating: Highly recommended
Virologist comments:
This is an excellent activity for introducing viruses, diseases, and disease transmission to this age group. The interactive lesson is well planned. There is a good assessment of the success of the lesson, and good discussion guidelines for the teacher. The activity and the assignment for a group to create a product to educate peers is very well thought out. The Web references are all very appropriate. Rating: Highly recommended
9-12
© 2011 National Academy of Sciences. Marian Koshland Science Museum of the National Academy of Sciences. Students study the HIV viral infection pathway in a human cell and try to determine different points where the pathway could be inhibited to prevent the spread of the infection.
Activity Duration: 1-2 hr
Cost: free
Standards:
Teacher comments:
High school teacher: Very good activities with links to PBS that are excellent. Easy-to-follow plans for student work and task changing. Rating: Highly recommended
Virologist comments:
I highly recommend this site. These videos are excellent. "How Do Antiretroviral Drugs Work?" has good animation and is very clear. The others are also presented very well. I would be happy to use any of these in my college classes to initiate discussions. They might serve as a review of viral strategies or as a starting point for discussion of antivirals, variation within a viral strain, or other important topics. The teacher and student information is well presented. I was not able, using the link, to access the entire PBS presentation on plague. I did find clips by going directly to www.pbs.org. Rating: Highly recommended
7-12
© 2008-2012 The Regents of the University of California. All Rights Reserved. Science & Health Education Partnership. Using a potassium hydroxide solution (KOH) in one vial and water in the others, students simulate the exchange of body fluids to discover how infectious diseases spread. Using the acid-base indicator, phenolphthalein, students discover who has been infected and try to predict the number of infections that would occur after more interactions. Students identify behaviors that increase or decrease the risk of infection.
Activity Duration: 1 hr
Cost: ~ $25 for chemicals or ~ $40 for a kit from science education vendors
Standards:
Teacher comments:
Middle school teacher: The activity requires prep time plus the purchase of the HIV Simulation Kit K105 from SEP. Good intro activity on how disease is transmitted. Worksheets are attached to trace the origin of the disease. Extension activity involves sexual activity that may be sensitive for some middle school students, so vocabulary should be reviewed. Rating: Recommended
High school teacher: Decent activity for microbiology; deals with sexual activity so it may not be appropriate for 7th grade students. It definitely meets microbiology standards for how disease spreads, and, like most Internet virus activities, it gives much advice on how not to get infected. A fairly limited activity, though, in terms of microbiology curriculum, so may not be worth spending a full class period on it. Rating: Acceptable
Virologist comments:
This is an excellent exercise. The discussion can be tailored to many age groups. I would like to see a brief explanation about germs being microbes of various kinds, and that only a small percentage of microbes are pathogens. Also, it might be nice to include a few words for the older students concerning the reason that an antibiotic regimen should always be completed. Rating: Highly recommended
11-12
© 2002 Trustees of Boston University. Regional Biotech, The University of Texas-Pan American. Using a simulated viral extract, students perform an Enzyme-Linked-Immunosorbent-Assay (ELISA) to screen a hypothetical patient for HIV.
Activity Duration: 5 hr
Cost: cost of supplies
Standards:
Teacher comments:
High school teacher: The lesson is too complicated and not direct enough for curriculum use for five class periods. Rating: Not recommended.
Virologist comments:
This series of activities provides exceptional detail in the teacher's guide. The laboratory exercise would be appropriate for high school students with a good background in cell biology. It could be used with middle school students as well. One of the strongest aspects of this module is the inclusion of pre- and post- tests for assessment of student learning. Rating: Highly recommended
7-12
© 2007 Northwest Association for Biomedical Research. This unit explores the scientific and ethical issues involved in clinical HIV vaccine trials using human research participants. Students explore the life cycle, structure, and transmission of HIV. They become familiar with different types of vaccines and the challenges related to developing an HIV vaccine. Finally, students create their own hypothetical clinical trial for an HIV vaccine.
Activity Duration: 10-12 hr
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: This activity requires several hours of prep, but is a good activity that includes five lessons, assessment options, and rubrics for evaluation. Activities include many methods for presenting the material-- discussion, questioning, lecture/notes, case studies, Internet research, research and group work for presentations. This activity would work better in a health class than a science class. Rating: Acceptable
High school teacher: This site contains a unit that addresses ethics in research and revolves around different situations where only one virus was studied. Each case study is small and does not educate the reader about the specific viruses, so it would probably have to come at the end of a microbiology course, if it is used at all. I think the topic is valid, but it's not feasible to devote 10 school days in a condensed high school curriculum to talk about such issues. This Web site has limited use, although it is well done. Rating: Not recommended
Virologist comments:
This is a most excellent curriculum on HIV, vaccines, and bioethics. The material can be adapted for various age groups. I would recommend an update of the "Understanding Vaccines" pamphlet. The material on the NIH Web site is much more current. There are also a few links I could not access. This in no way detracts from the high quality of this curriculum. Rating: Highly recommended
5-10
©2006 by the National Science Teachers Association. University of Nebraska State Museum. After being introduced to viruses, students do three activities to gain a better understanding of HIV: 1) meet HIV and make a flip book to watch the action of a virus attack; 2) investigate how HIV from a mother can evolve into new strains when it is passed on to her baby; 3) after reading HIV fact cards, create an educational poster about the virus. Used with permission: NSTA Press.
Activity Duration: 1-2 hr
Cost: free
Standards:
Teacher comments:
Middle school teacher: The three activities are different and can be used in different curricula. The flip-book movie is something fun that students can take with them. The activities on mutations are a little deeper. Not sure how many middle-level classrooms cover the A, G, C, U aspect of biology. But it could be modified. Part three (HIV) is probably better suited for a health classroom. Rating: Recommended
High school teacher: The writing is very accessible for students and the concept levels are appropriate. Clear descriptions and activities for virus structure, virus infection, mutation. Activities easy to duplicate and inexpensive. Rating: Highly recommended
Virologist comments:
Great exercises demonstrating HIV evolution. I think the vaccine design exercises are especially clever. These exercises involve abstract thinking. I expect that the flip book and general information will be useful for students in grades 5-8. Rating: Highly recommended
9-12
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Students explore the local and global impact of rabies, learn about prevention and treatment of the disease, and share this information with their school through a poster.
Activity Duration: 4 hr
Cost: free
Standards:
Teacher comments:
High school teacher: Decent activity with a high interest component. Not particularly attractive visually. The PDF gives between 10 and 15 relevant sites to visit, a pre-test and post-test, and a handful of case studies--all in text form. The recommendations given to the teacher are generic but can easily be followed. Rating: Recommended
Virologist comments:
This Web site provides links to CDC, WHO, NIH, and other organizations' sites about rabies. The linked sites are informative and reflect current and accurate knowledge. A major strength of this site is the offering of a pre-test for assessment of students' understanding, a rubric to guide instructors, educational pamphlets, and detailed methods for students and teachers. The online material from CDC is central to this activity. Rating: Highly recommended
9-12
© 2011 by The University of California Museum of Paleontology, Berkeley, and the Regents of the University of California. This site explains how scientists reconstructed the evolutionary history of the SARS virus in order to better understand emerging diseases. Discussion questions are provided.
Activity Duration: 30-60 min
Cost: free
Standards:
Teacher comments:
High school teacher: Very effective teaching tool for more abstract evolution concepts. Only one link does not work ("Economist" article), and the extensions are useful and interesting. Great information for students about evolution in general, and microbe evolution in particular. Rating: Highly recommended
Virologist comments:
I would recommend this as a teaching resource, as someone reading it needs some science background to follow it. It is also a bit dated (2006). Its strongest point (and its primary goal) is that the Web site provides a good discussion of viral evolution basics. Rating: Recommended
6-12
© 2010 Peabody Museum of Natural History, Yale University. Traveling Viruses is part of a larger curriculum unit, which explores Lyme disease and West Nile virus. In Traveling Viruses, students simulate disease transmission with a sodium carbonate solution. To carry it a step further, they simulate the natural world, with half the class representing birds and the other half mosquitoes. This helps students develop an understanding of how birds, mosquitoes, and the West Nile virus are related.
Activity Duration: 1 hr
Cost: ~ $20 for chemicals
Standards:
Teacher comments:
Middle school teacher: Good intro to how disease is spread. Activity involves some prep (e.g., making a solution) and requires phenolphthalein and making copies of supplemental note materials. I would not put student names on a chart for the activity; I'd rather assign numbers or fake names to the participants. This activity could lead to further discussions or research on the transmission of diseases. Rating: Recommended
High school teacher: The entire unit is laid out very well with tons of great info for teachers, especially those teaching in science focus programs. The Traveling Viruses activity is a great application activity, but probably not dense enough for most biology or middle school curricula. Rating: Highly recommended
Virologist comments:
This is a good resource for teachers. There are, however, some small errors that need corrections. The link for the CDC maps of the spread of West Nile virus is no longer available. Rating: Acceptable
6-8
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Acting as entomologists, students investigate increased mosquito activity and the possibility of West Nile virus transmission in a fictional community. They present the fictional community with ways to prevent infection.
Activity Duration: 3-4 hr
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: Several hours will be necessary to prep this lesson, including making copies, reviewing the questions/answers, and reviewing Web sites for information. Copies are included for pre-test, case studies, presentation guidelines, and rubrics for grading. This activity would be better in a health class rather than a science class. Rating: Acceptable
Virologist comments:
This is an excellent activity on West Nile viruses. The video, pre-test, and case study are clear and well presented. The CDC references are excellent, and the students have all the information available to make the poster and presentation. Rating: Highly recommended
11-12
SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Students develop a prevention plan for an American Indian reservation that is experiencing a new occurrence of West Nile virus infection, while considering the cultural and environmental implications relevant to this population.
Activity Duration: 3-4 hr
Cost: free
Standards:
Teacher comments:
High school teacher: This is a high-level and time-consuming activity. It would be excellent in a gifted or AP classroom. There are terrific connections between pure biology and public health. Rating: Recommended
Virologist comments:
This is an advanced and lengthy lesson. Lots of materials. It is well designed. Students will learn extensively about WNV from this activity. Rating: Recommended
10-12
Columbia University’s Summer Research Program for Science Teachers. Acting as epidemiologists, students investigate facts related to a fictitious outbreak of West Nile virus and then pose various hypotheses about its origin. They present their hypotheses and an action plan to the Board of Health (represented by the teacher).
Activity Duration: 2-3 hr
Cost: free
Standards:
Teacher comments:
High school teacher: A decent case study that could be adapted to match different regions. Shows students where they can find epidemiological information online and how to organize such info into a hypothesis. Not a particularly creative activity, but could be something a microbiology teacher could use. Rating: Acceptable
Virologist comments:
The concept of this exercise is good. Unfortunately, three of the four Web sites are inactive, and without them there is insufficient information. Of the Day 2 references, only the USGS reference is in operation, but it is a good one. The Web site www.westnilevirus.com does not appear to exist any longer. Rating: Acceptable
10-12
© 2008 Elizabeth Lindsey, Emory University and Gerda Louizi, North Springs High School. Creating Active Student Engagement in the Sciences (CASES Online), Emory University. This case uses a real-world article to emphasize the reality of the flu and the importance of mastering a basic understanding of biology and science. Through research and panel discussions, students learn about the genetic makeup and transmission of viruses, and describe host specificity.
Activity Duration: 4-5 hr
Cost: free
Standards:
Teacher comments:
High school teacher: Very well organized. Open-ended student investigation of all aspects of avian influenza and Spanish flu (1918). Good connections with STS (Science, Technology, and Society). Excellent teacher and student materials. Rating: Highly recommended
Virologist comments:
Students conduct research into the 1918 pandemic and discuss the findings themselves. There is a link from this activity to NOVA ScienceNOW that was really good and that could maybe be shown to classes. Rating: Highly recommended
10-12
© 2012 National Academy of Sciences. Marian Koshland Science Museum of the National Academy of Sciences. Through a WebQuest, students become experts in different research areas, finding answers to questions about avian influenza. Then they pool their knowledge with other students to put together a public awareness campaign.
Activity Duration: 3 hr
Cost: free
Standards:
Teacher comments:
High school teacher: Well thought-out activity that asks students to work in groups and create a service announcement about modern-day pandemic flus using data from earlier outbreaks. The students are well directed in this assignment and the provided Web sites are useful. Rating: Recommended
Virologist comments:
This is a very useful exercise to generate discussion of influenza public-health issues. Under "Researcher No. 1" there is a reference to a blog whose writer could not be identified; therefore it is not a credible resource. Rating: Recommended
9-12
NESCent (National Evolutionary Synthesis Center). Licensed under Creative Commons. Through a game modeling a viral infection, students discover that viruses do not infect cells randomly and that it is possible for viruses to avoid detection by the immune system. Students explore viral structures and how the virus replicates by building their own influenza virus.
Activity Duration: 2-3 hr
Cost: cost of supplies
Standards:
Teacher comments:
High school teacher: Good activity. Wisc.edu link no longer operational, as is "Avida" site. Good organization and content. A number of links are dead. Rating: Recommended
Virologist comments:
Great influenza life-cycle animation. The activity spans 2-3 days and seems heavy for a general biology class. The "gotcha" activity at the beginning is a more general activity and appropriate for many classes. Rating: Recommended
6-12
© 1996-2011 WGBH Educational Foundation. Students perform a sequence of six short simulations to model how an infectious disease can spread through a human population; then they graphically represent the data generated from the simulations. Students discuss the risks associated with biological hazards, such as viruses, and explain ways that infectious disease can be prevented, controlled, or cured.
Activity Duration: 30-60 min
Cost: free
Standards:
Teacher comments:
Middle school teacher: All in one lesson. Complete with objective, materials list, procedure, vocab list and assessment. Activity involves many aspects of science including problem solving, collecting data, graphing, and inquiry. This activity might need to be split up over two or three days. I don't see it fitting in one class period. Rating: Recommended
High school teacher: Excellent glossary, student handouts, teacher materials. Good application of exponential spread. Really easy to use and informative for teacher. Could use video, but do not have to. (Vocabulary too high for middle school.) Rating: Highly recommended
Virologist comments:
Excellent advanced exercise that explores stages of an epidemic as well as how preventive measures (vaccination) can affect numbers of people infected. Rating: Highly recommended
6-12
© 1996-2011 WGBH Educational Foundation. In a short online video, scientists contrast the ways bird flu and human flu spread. Students simulate the spread of a virus using colored stickers and develop a sense of the numbers of people affected by the 1918 flu. Students make avian and human influenza A virus models and then infect a model lung cell to make a hybrid virus that has some avian and some human RNA segments and surface proteins.
Activity Duration: 30-60 min
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: The NOVA video clip, making sense of the numbers involved in disease spreading, is excellent. The perfect length to get and keep students' attention without losing them. The activity that follows is a little too in-depth for a middle-level student. It would be a good activity for a high school student or as an enrichment activity for a middle-level student. Rating: Acceptable
High school teacher: Great teacher/student materials--ready to use, and inexpensive to duplicate. Video currently available online at no cost. Rating: Highly recommended
Virologist comments:
Good hands-on activity with inexpensive materials. Students will learn well not only about how the flu virus is different from other viruses, but also about the extensive biology of the flu virus. Rating: Recommended
9-10
© Copyright Science upd8, UK. After a classroom discussion about the flu pandemic of 1918 and the avian flu of 2005, students take on the role of medical and scientific advisers to the government, suggesting how to control the spread of avian flu.
Activity Duration: 30-60 min
Cost: free
Standards:
Teacher comments:
Middle school teacher: Great activity that includes inquiry, problem solving, critical thinking, sharing, etc. Bird flu (2005) is still recent enough; it's relevant, and students can relate to it. An excellent addition to a lesson. Images are large, clear, and well organized. Rating: Highly recommended
High school teacher: I was able to get a PDF and a word doc, but neither was terribly helpful, and the links for resources were old. Avian flu is important, but may not have the same attraction as H1N1. Rating: Questionable
Virologist comments:
This is a good one-day classroom activity. It brings social and political issues into the learning process as students are asked to make recommendations to the government about bird flu. Rating: Recommended
6-10
© Copyright Science upd8, UK. Students develop their math skills to appreciate the value of immunization. In a numeracy activity, they compare the death tolls in vaccinated and non-vaccinated populations.
Activity Duration: 15-30 min
Cost: free
Standards:
Teacher comments:
Middle school teacher: Excellent activity showing effectiveness of immunizations. Images are clear and visible. Group activity will allow students with lower math ability to participate as well. Rating: Recommended
High school teacher: This has colored poster sheets that are interesting but will be expensive to provide. It is basically an outline that requires significant teacher expertise and has higher-level vocabulary. Bird flu is important, but for current students it's "old news." Rating: Questionable
Virologist comments:
Helps students calculate the number of people who could die during a pandemic. Also shows importance of vaccination. The calculations are done with and without populations being vaccinated. Rating: Highly recommended
6-9
© Copyright Science upd8, UK. In this simulation students learn how pandemics spread and why a virus may be dangerous to humans.
Activity Duration: 5 days x 15 min
Cost: cost of supplies
Standards:
Teacher comments:
Middle school teacher: "PiggiFlu" looks like a fun activity if you can get the kids to buy in. There is a lot of trust, assumptions, and gray areas (distances, contact, etc.) that have to be followed. Especially when there is "free time" around the room or when the activity falls over multiple days. If you know your students, and this seems like something they can handle, it is a great activity. The table tents are clear and well organized and the badges are a nice addition. Rating: Acceptable
High school teacher: This site has interesting material, but the activity requires color duplication and expensive materials (UV dye). It would be a nice once-a-year activity, but is time consuming and has a limited message. Rating: Acceptable
Virologist comments:
All of the upd8 activities are very good scientifically. This is particularly good for teaching concepts of viral transmission and mortality rates. Some of this activity may be difficult to do on a whole-school level as advised. Rating: Recommended
9-12
© 2011 by The University of California Museum of Paleontology, Berkeley, and the Regents of the University of California. This news brief from November of 2005 describes the threat of avian flu. A discussion of how viruses evolve is followed by news updates from August 2008 and July 2009. Discussion questions follow the article.
Activity Duration: 15-30 min
Cost: free
Standards:
Teacher comments:
High school teacher: Great diagram of influenza evolution! "Read it" links require payment--okay if school has subscription services. Really useful reading material. Students need a substantial vocabulary. Rating: Acceptable
Virologist comments:
Content appears to be accurate EXCEPT for the electron micrograph of H5N1, which appears as a filamentous or rod-shaped virus particle. Rating: Acceptable
