Diseases and Infections · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.3.3.LI.1 - Discuss how emerging human diseases (SARS-COVID-19, Ebola, Buruli ulcer, Swine flu/H1N1 flu and Monkey pox) are transmitted and suggest steps to prevent their spread.

By the end of the lesson, learners can:

Define an emerging disease and identify at least four factors that contribute to the emergence of new human diseases.
Describe the mode of transmission for each of the five emerging diseases: SARS-COVID-19, Ebola, Buruli ulcer, Swine flu/H1N1 flu, and Monkey pox.
Explain the key signs and symptoms that distinguish each of the five emerging diseases from one another.
Suggest at least three practical prevention measures for each disease and justify why those measures are effective.
Evaluate common beliefs and misconceptions about emerging diseases in their communities and propose evidence-based education strategies to correct them.

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Curriculum details

Strand: Diversity of Living Things and Their Environment (Strand 3)
Sub-strand: Diseases and Infections (3.3)
Content standard: 3.3.3.CS.1 - Explore some emerging diseases and infections and show their prevention methods. 3.3.3.LO.1 Examine and explain emerging diseases and infections and suggest how they can be prevented
Indicator: 3.3.3.LI.1 - Discuss how emerging human diseases (SARS-COVID-19, Ebola, Buruli ulcer, Swine flu/H1N1 flu and Monkey pox) are transmitted and suggest steps to prevent their spread.
Suggested placement: Semester 2, Week 7 (Week 27 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 110

Exemplars (from the NaCCA curriculum)

Project-Based Learning: in mixed-ability, social and gender-responsive groups, research from textbooks, documentaries and other relevant sources, about emerging trends of diseases (e.g., SARS, Ebola, Covid-19, Swine flu/H1N1, etc.) and their threats to human life and present group reports on these diseases. Learners connect socially to various beliefs associated with emerging diseases and vaccination projects and, become better informed. Learners learn to be identified with local folks who are ignorant about the true nature of these diseases and support programmes to educate them.
Group-Based/Collaborative Learning: learners discuss in mixed-ability and all-inclusion groups, the modes of transmission of emerging human diseases (SARS-COVID-19, Ebola, Buruli ulcer, Swine flu/H1N1 flu and Monkey pox) and the preventive and curative methods available to control them: learners learn from one another and appreciates the efforts of peers.
Initiating Talk for Learning: learners prepare reports on emerging/contemporary diseases (e.g., SARS-COVID-19, Ebola, Buruli ulcer, Swine flu/H1N1 flu and Monkey pox) and present their findings and ways of combating and preventing them in class group presentations. Learners develop confidence for the knowledge obtained in emerging diseases: learners connect to victims both socially and emotionally and seek to support them through education and such other programmes.
Teaching and Learning Materials:
- * Simulations * Videos and documentaries on emerging diseases.
Assessment (3.3.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.