TITLE: Viruses and Illness Part 1LENGTH: 60 MinutesGRADES 4-5, 6-8SUBJECTS: NATURAL AND SOCIAL SCIENCES

DESCRIPTION: Teaching strategy: Summary

This program synthesis offers relevant information about the documentary presented. Instructors should emphasize key concepts, principles and terms and the main argument.

Viruses are responsible for devastating epidemics and wage constant attacks on the human body. Our immune systems are our bodies’ only hope for defense. Discover how scientists are fighting the viruses that cause colds and flu.

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A. Viruses 101 – Viruses are responsible for devastating epidemics and wage constant attacks on the human body. The immune system comes to the body’s defense.

B. Fighting Illness – Scientists are battling the viruses that cause colds and flu.

CREDITS: Mónica Fuhrken

OBJECTIVE: Teaching strategy: Objective

Establish the conditions, types of activities and system for evaluating student learning and meeting expectations for the lesson’s outcome.

We will explore the program Viruses and Illness to learn about the wide variety of viruses, from colds to HIV, and how the epidemics they cause have killed more people than any war or natural disaster in history. We’ll see how viruses work and what our immune systems does to defend us. We’ll also learn about how scientists are studying viruses to combat them and protect us against them.

I. Previous knowledge. Teaching strategy: Activation of previous knowledge

Introductory and contextual information that allows the instructor to gauge students’ knowledge of the subject in question and encourage the learning process. This exercise serves as a cognitive bridge between old and new information.*

ANSWER THE FOLLOWING QUESTIONS:1. What is a virus?2. How do viruses reproduce?3. Do you know how to fight viruses?

II. WATCH MINUTES 1 THROUGH 7 OF THE VIDEO AND ANSWER THE FOLLOWING QUESTIONS:

Teaching strategy: questions accompanying the video* This exercise leads students in a direction defined by the

curriculum guidelines, enabling them to demonstrate different types of learning.

1. Who is vulnerable to attack by viruses?

2. What is the first step in combating viruses?

3. Name three types of viruses.

4. Is hepatitis caused by a virus?

5. What happens when the HIV virus destroys T cells?

6. What do cyber viruses attack?

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7. What happens to you if you get cholera?

8. What is a deadly factor in the battle against viruses?

9. What is an ever-present factor in the battle against viruses?

10. Can you see, smell or taste a virus?

11. What is a virus?

12. What does the word “virus” mean?

13. What do viruses represent on planet Earth?

14. What do viruses do in our bodies?

15. How old are viruses?

16. What is the goal of viruses?

17. How do viruses survive?

18. How did “influenza” get its name?

19. How long ago and where did the chicken pox virus first appear?

20. How many types of herpes are there?

III. WATCH MINUTES 4 THROUGH 5 OF THE VIDEO AND COMPLETE THE DIAGRAM ABOUT THE CHARACTERISTICS OF VIRUSES DISCOVERED BY OPTIC MICROSCOPES

Teaching strategy: Diagram• This diagram will help students learn to present a main idea or concept with

supporting details. Answers will vary according to the students’ ability to organize, select and integrate information coherently.

DIAGRAM

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Choose a segment of the video. Give it a title, jot down relevant events and infer or identify their effects. Watch minutes 6 through 7 of the video Viruses and Illness

IV. WATCH MINUTES 3 THROUGH 6 OF THE VIDEO. READ THE FOLLOWING STATEMENTS AND DECIDE IF THEY ARE TRUE (T) OR FALSE (F).

Teaching strategy: Analogies Have students distinguish between true and false statements to improve their

concentration. Use the answers to provoke discussion of the accuracy of the statements,

encourage interpretation of the information, analysis, etc.

( ) 1. The electron microscope was invented in the 1930s.( ) 2. The electron microscope makes viruses look up to 7,000 times bigger.( ) 3. Electron microscopes work by bouncing light waves off an object.( ) 4. Billions of organisms could live in a space as big as a single pixel on a television screen.( ) 5. Virus are shaped like spears or geometric figures.( ) 6. The AIDS virus does not multiply.( ) 7. The AIDS virus is covered in proteins.( ) 8. The AIDS virus reproduces independently.

V. WATCH MINUTES 5 THROUGH 7 OF THE VIDEO AND COMPLETE THE DIAGRAM SUPPORTING THE IDEA OF

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TITLE / THEME: Characteristics of viruses

Detail/Idea:

Detail/Idea:

Detail/Idea:

Detail/Idea:

RECEPTOR MECHANISMS. IDENTIFY THE MAIN IDEA AND SUPPORTING DETAILS.

Teaching strategy: Diagram• This diagram will help students learn to present a main idea or concept with

supporting details. Answers will vary according to the students’ ability to organize, select and integrate information coherently.

DIAGRAM: MAIN IDEA AND SUPPORTING DETAILSChoose a segment of the video. Give it a title, identify the main

idea and provide details that support it.Watch minutes 8 through 19 of the video Viruses and Illness

VI. WATCH MINUTES 9 THROUGH 16 OF THE VIDEO. USE THE TABLE BELOW TO FIND THE COORDINATES OF THE MISSING LETTERS. WRITE THE COORDINATES IN PARENTHESES UNDERNEATH EACH LETTER. FOLLOW THE EXAMPLE:

Teaching strategy: Semantic network

The use of this type of diagram to fill in information is ideal for integrating mathematics with language.

Plotting the coordinates will help students not only build the words they need for their answers but also familiarize them with basic graphing concepts.

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DETAIL: They bond to the surface of cells

DETAIL: They join together

DETAIL: They act like parasites

DETAIL: They use cellular mechanisms to reproduce

DETAIL: They are absorbed into the cell

DETAIL: They don’t attack

Viruses have receptor mechanisms. What do they do?

A feline: C A T (2,3) (1,5) (3,4)

5 A L G V D 4 K N T P H 3 Q C B X S 2 F U J Y Z 1 I O R E M

1 2 3 4 5

1. Scientists have discovered that even fleas have smaller ….. that prey on them.

____ ____ ____ ____ ____ (1,2) (1,5) 2. The T4 ….. is a virus that attacks …

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ___(3,3) (2,3) (3,1) (1,1) (5,4) (3,5)

____ ____ ____ ____ ____ ____ ____ ____ (3,3) (2,3) (3,1) (1,5)

3. The T4 bacteriophage attaches to bacteria and injects its ….. through the cell ……

____ ____ ____ ____ ____ ____ ____ ____ ____ ___ ___ (2,4) (5,1) (5,1) (3,1) (4,1)

4. The viral DNA hijacks the …. and forces it to produce more …

____ ____ ____ ____ ____ ____ ____ ____ ____ (2,3) (2,5) (4,5) (2,2) 5. The plague that struck during the Peloponnesian War in the fifth century may have been …, scarlet fever or even …

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____ ____ ____ ____ ____ ____ (3,4) (5,4) (5,3)

____ ____ ____ ____ ____ ____ ____

(4,1) (1,5) (2,5)

6. ….. was the scourge of medieval times.

____ ____ ____ ____ ____ ____ ____ ____ (5,1) (1,5) (2,5) (4,3)

7. Many survivors were …… by smallpox.

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (5,5) (5,3) (1,1) (2,2) (5,5)

8. Egyptian tombs contain evidence of what may have been ….

____ ____ ____ ____ ____(4,4) (2,5) (2,1)

9. The …. virus attacks the brain.

____ ____ ____ ____ ____ ____(3,1) (1,5) (4,1)

10. Colds attack the cells and lining of the nose and ….

____ ____ ____ ____ ____ ____ ____

(1,1) (2,4) (4,1) (5,3)

11. Mumps affects the salivary ….

____ ____ ____ ____ ____ ____ (3,5) (1,5) (2,4)

12. … attacks the liver.

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____ ____ ____ ____ ____ ____ ____ ____ ____(5,4) (4,4) (1,1) (1,1) (5,3)

13. Viruses are the equivalent of a guided … with cells as their target.

____ ____ ____ ____ ____ ____ ____ (1,1) (5,3) (1,1)

14. In 1918 there was a worldwide ….. pandemic.

____ ____ ____ ____ ____ ____ ____ ____ ____(1,1) (1,2) (4,1) (5,2)

15. An additional enemy during World War I was a deadly ….. of flu.

____ ____ ____ ____ ____ ____ (3,4) (3,1) (1,1)

16. Scientists saw…. as a sort of Holy Grail to avoid pandemics.

____ ____ ____ ____ ____ ____ ___ ____(4,5) (2,3) (2,4)

17. Scientists promised to rid the world of … illnesses.

____ ____ ____ ____ ____ (4,5) (3,1)

18. The word … is derived from the term for a cowpox called …

____ ____ ____ ____ ____ ____ ____ (4,5) (2,3) (2,4)

____ ____ ____ ____ ____ ____ ____ ____(4,5) (2,3) (1,1) (1,1)

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19. The … system has three main active functions in the body.

____ ____ ____ ____ ____ ____ (1,1) (5,1) (2,2) VII. WATCH MINUTES 9 THROUGH 19 OF THE VIDEO AND CARRY OUT THE OPERATIONS INDICATED TO FORM THE RIGHT WORDS

• Teaching strategy : Key words that trigger analytical reasoning • This exercise encourages the detection and codification of main information.

This exercise helps students master the rich vocabulary used in the video

1. virus – s + al = ___________2. vaccinia – ia + ation = ______________3. microscope– e + ic = ______________4. influence - ce + za = _____________5. biology – y + ical = _____________6. epidemic – c + ologist = _______________7. pathogen– gen + logy = ____________8. bacteriophage – ophage + a = _____________9. immune – e + ological = _______________10. infection – n + us = ______________

VIII. WATCH MINUTES 16 THROUGH 19 OF THE VIDEO. MATCH THE STATEMENTS IN THE TWO COLUMNS, WRITING THE LETTER OF THE CORRECT PHRASE NEXT TO EACH NUMBER.

Teaching strategy : Key words that trigger analytical reasoning • This exercise promotes the detection and codification of main information.

This exercise helps students master the rich vocabulary used in the video.

( ) 1. Antibodies are… A) white( ) 2. Proteins attach to … B) chicken( ) 3. … blood cells destroy infected cells C) helix( ) 4. Cells have a … D) flu( ) 5. Viruses can be … to create vaccines E) viruses

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( ) 6. Human viruses are grown in …. embryos F) reproduce ( ) 7. The … virus is constantly mutating G) proteins ( ) 8. The way a virus changes depends on how it.… H) grown ( ) 9. DNA is a double … I) forms( )10. DNA viruses ... efficiently J) memory

IX. WORD SEARCH Find the following words:

Teaching strategy: Key words that trigger analytical reasoning This exercise promotes the detection and codification of main information by

emphasizing relevant elements of the curriculum content. Learning strategy: Focuses on a single concept to help students concentrate and

stay on track.

VIRUS ILLNESS VACCINE SCIENTÍSTSMALLPOX CELLS ANTIBODIES BIOLÓGISTMEASLES PANDEMIC MUMPS CHÓLERAHEPATITIS DIPHTHERIA COLD AIDSINFLUENZA POLIO IMMUNIZE HERPES

I M M U N I Z E Y A C E M E A S L E S R E P A PN A B C D E F G H I J K S L N X Q F R H I J K AF W S V A U Z C Z O A P E N T E R M C D A D L NL M G F H I P O L I O A Q N I Z S Y H T U S M DU L U K E J Y S A R H B I M B I O L O G I S T EE P O M R M L T Y Q K Q H O O H U E L D S P O MN Z H D P I F U V I R U E L D P G X E Q M N P IZ M A E E S C V A K S E P D I O R F R A J B Q CA I X S S I A X C J T J A K E D I C A E Q C R S

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Q L I S X D I Z C I B N T O S J P G S O C D U AS A R E M P D O I H U D I B A H X O P L L A M SU K A N M D S B N G V M T L K J I H D A K F V LR S T L V W A C E A H D I P H T H E R I A G T LI N O L Q X S T U V I Y S S P Z A X V U T S W EV A R I D E C O L D F R T X T S I T N E I C S C

X. WATCH MINUTES 19 THROUGH 21 OF THE VIDEO AND FILL IN THE MISSING WORDS TO COMPLETE THE PARAGRAPH.

• Teaching strategy: Key words that trigger analytical reasoning • This exercise encourages the detection and codification of main information.

DNA 1. ____have an efficient reproductive system that corrects its own mistakes, resulting in a low rate of 2. __________. 3. ______ viruses do not have this control. That explains why RNA viruses are so 4. _______ and change all the time. For this reason, 5. _______ against DNA viruses such as 6. ________ last for decades while each year we need new vaccines for RNA viruses such as 7. _________. This is the collection of frozen 8. ____ strains that Dr. Herlocher has added to over the years. These viruses aren’t dead; they are in a 9. ______state. Each test tube represents a different year. If you defrosted and 10. _______ the 1980 flu virus you would probably get sick. Some older viruses mutate 11. __________. Other epidemics can spread from animals such as birds or pigs, which is why they are given names such as 12. _______ flu. Others get their names from the places where they first emerge, such as Hong Kong or 13. ________. Viruses often start in areas where people live in close proximity with 14. _____animals. The flu virus has the advantage of being able to jump from one 15. _______ to another. Every time this happens, a new 16. ______appears, meaning that scientists at the World 17. _______ Organization and Centers for 18. _______ Control and Prevention in Atlanta have a lot of work to do. Every year, they work against the clock. Information is gathered from control 19. _______around the world to predict which strain is on its way. Once this decision is made, a new vaccine is 20. _____________.

XI.- ACROSTIC: WORDS Teaching strategy: Key words that trigger analytical reasoning This exercise encourages the detection and codification of main

information by emphasizing relevant elements in the curriculum content.

Learning strategy: This exercise helps improve spelling and vocabulary by having students find

words with letters that spell out the key word.

VIRUS

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Choose words from the video that contain one of the letters of the word ¨VIRUS.¨ Follow the example below to form an acrostic using these words.Line up the words vertically to spell the word ¨VIRUS¨ from top to bottom.vaccine, strain, smallpox, immunize, influenza

V I R U S XIa.- ACROSTIC: SENTENCES

Teaching strategy: Key words that trigger analytical reasoning This exercise encourages the detection and codification of main

information by emphasizing relevant elements in the curriculum content.

Learning strategy: This exercise helps improve spelling and vocabulary by having students

concentrate on finding words whose letters spell out another key word.

Write 5 sentences about the information you have seen in the video. Each sentence should contain one letter of the word VIRUS. Write the sentences in order so that the highlighted letters spell out the word VIRUS when read from the top down.

XII. Previous knowledge

Teaching strategy: Activation of previous knowledge Introductory and contextual information that allows the instructor

to gauge students’ knowledge of the subject in question and encourage the learning process. This exercise serves as a cognitive bridge between old and new information.*

Answer the following questions:

1. What is a virologist?2. Why do you think it’s important to study tropical forests to find vaccines against viruses?

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3. What is a genetic disease?

XIII. WATCH MINUTES 21 THROUGH 23 OF THE VIDEO. FILL IN THE MISSING WORDS AND THEN USE THE FIRST LETTER OF EACH WORD TO MAKE A NEW ONE.

Teaching strategy : Key words that trigger analytical reasoning • This exercise encourages the detection and codification of main information

1. ________ are responsible for many human illnesses, from the common cold to 2. ________. Since they have many ways of propagating, it can be difficult to combat them. The most important defense is basic hygiene such as hand washing, good nutrition, getting enough sleep and, of course, vaccines. Keep your distance from people who are 3. __________. 4. _______ your mouth when you sneeze. One of the most important prevention methods is also 5. _________. Vaccines weaken viruses by stimulating your body to create antibodies against them. If you are already sick, a doctor or registered 6. _______ can advise you on treatment. It’s hard to imagine a world without vaccines for illnesses such as the flu, smallpox or polio. In the first half of the twentieth century, people would panic when children got fevers and muscle aches. In 7. _________ cases, children with polio had to spend the rest of their lives in a pressurized chamber known as an iron lung.

XIV. WATCH MINUTES 22 THROUGH 26 OF THE VIDEO. COMPLETE THE SENTENCES BY USING THE CHART BELOW TO DECODE THE MISSING WORDS.

• Teaching strategy : Key words that trigger analytical reasoning • This exercises encourages the detection and codification of main information

A = # J = ; S = }B = % K = < T = ~C = & L = > U = ¡D = ( M = ? V = ¢E = ) N = @ W = £F = * O = \ X = ¨G = - P = ] Y = «H = / Q = ^ Z = »

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I = : R = {

1. In 1916 there was a serious ] \ > : \ _______ epidemic. 2. A devastating epidemic of : @ * > ¡ ) @ » # ________ followed in 1918 and 1919.

3. No one knew why polio caused ] # { # > « } : } ________ and ( ) # ~ / ________.

4. Polio can spread through } # > : ¢ # _______ or & \ @ ~ # ? : @ # ~ ) ( ___________ food and water.

5. Out of desperation, people turned to household { ) ? ) ( : ) } _________ and charms. 6. When Franklin Roosevelt got polio after swimming in a * { ) ) » : ? - ________ lake, people thought cold could have been the cause. 7. Jonas Salk’s idea was to be able to : ? ? ¡ @ : » )________ people against a ¢ : { # > ______ illness without having to : @ * ) & ~ ________ them.

8. Salk killed the polio virus with * \ { ? # > ( ) / « ( ) ___________ so that it wouldn’t make people sick.

9. When children were inoculated, the dead virus activated their __________ : ? ? ¡ @ ) systems without making them sick. It was one of the most important advances in ? ) ( : & : @ ) ___________.

10. In 1935, a % # & ~ ) { : \ > \ - : } ~ _____________ said that the fight against : > > @ ) } } __________ was the last real adventure left in the world.

XV. CURRICULAR CONNECTIONS

Social Sciences: In teams of 3-4 students, mark on a map the countries affected by the World War I flu pandemic. Have the groups present their maps and information, including: -Reasons for the pandemic’s spread -Number of deaths -Ways the pandemic could have been contained, and

the methods that were actually used

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Natural Sciences: a) Research the types of vaccines given to children

through age 12 or 15. b) Choose three illnesses and research their causes and

consequences for human beings without the right vaccinations c) Talk about the vaccines the students in the class have received and any they might still be missing

XVI. GLOSSARY

AIDS:  A viral disease that destroys the immune system.

Biological: Pertaining or relating to biology.

Cells: The basic unit of living organisms, generally of microscopic size, capable of reproducing independently and made up of cytoplasm and a nucleus surrounded by a membrane.

Chicken pox: An acute, contagious, febrile illness characterized by a weeping rash.

Cholera: A dangerous bacteriological epidemic characterized by severe diarrhea and vomiting.

Defenses: An organism’s natural mechanisms for protecting itself from external attack.

Diphtheria: An infectious, contagious disease characterized by the formation of pseudo-membranes in the nasal cavity and throat or skin sores, accompanied by fever and fatigue.

Forests: Land with heavy tree and plant cover.

Hepatitis: Inflammation of the liver.

Illness: A health problem, whether minor or severe.

Immunize: To make something immune or invulnerable to certain illnesses.

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Immunological: Pertaining or relating to immunology, or referring to the study of biological immunity and its applications.

Influenza (Flu): An acute epidemic disease that includes fever and a range of symptoms, especially upper respiratory.

Measles: A contagious and often epidemic febrile illness that manifests in a rash that resembles fleabites, preceded and accompanied by excessive tearing, sneezing, cough and other respiratory symptoms.

Mumps: A painful inflammation of the salivary glands.

Pandemic: An epidemic disease that spreads to many different countries or attacks almost all the individuals in a place or region.

Pathogen: A disease-causing agent.

Patient: A person suffering from physical or mental illness, especially someone under medical care.

Polio: A family of acute or chronic illnesses of the spinal cord and central nervous system. Main symptoms include muscle atrophy and paralysis.

Scientific: Pertaining or related to science. Having to do with the precision and objectivity that are part of the scientific method.

Smallpox: An acute febrile illness that can be sporadic or epidemic in nature. Highly contagious and characterized by a pox or rash.

Tropical: Of or related to the tropics.

Vaccine: A prepared virus or organic substance administered to a person or animal to protect it from a specific illness.

Virus: A simple life form composed of proteins and nucleic acids capable of reproducing only within specific living cells using their metabolism.

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