evolutionary race will learn the steps of the elisa method. students will learn the basic symptoms...
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Evolutionary Race:
The Immune System’s Reaction to Disease and How Scientists Use Biotechnology as a Secret Weapon
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NIH Curriculum: Evolutionary Race: the Immune System’s Reaction to Disease and How Scientists Use Biotechnology as a Secret Weapon
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Author: Vanessa Lopez – Cypress Creek High School This curriculum was developed as a part of Biomedical Explorations: Bench to Bedside which was supported by the National Center for Research Resources and the Division of Program Coordination, Planning, and Strategic Initiatives of the National Institutes of Health through Grant Number R25RR023294. Additional support provided by the University of Florida (UF) and the UF Center for Precollegiate Education and Training. The content is solely the responsibility of the author and does not necessarily represent the official views of the National Center for Research Resources or the National Institutes of Health. Additional information regarding the Bench to Bedside project is available at http://www.cpet.ufl.edu/bench. Please direct inquiries to the Center for Precollegiate Education and Training at [email protected]. Last updated: 7/31/2012
©2012 University of Florida
Center for Precollegiate Education and Training
PO Box 112010 • Yon Hall, Room 331
Gainesville, FL 32611
Phone 352.392-2310 • Fax 352.392-2311
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Contents Author’s Note ................................................................................................................................................. 5
Introduction .................................................................................................................................................... 6
Lesson Summaries .......................................................................................................................................... 7
Lesson Sequencing Guide ............................................................................................................................... 9
Lesson Vocabulary: ....................................................................................................................................... 10
Next Generation Sunshine State Standards – NGSSS ................................................................................... 11
Background Information............................................................................................................................... 12
LESSON ONE - Facing Evil - Identifying Pathogens........................................................................................ 13
Student Pages: Facing Evil: Identifying Pathogens – Student Worksheet ............................................. 18
LESSON 2: Help Me, ELISA! ........................................................................................................................... 20
LESSON THREE: Of Mice, Monkeys and Men – Using Animal Models to Study Disease .............................. 24
Teacher Pages: Animal Research FAQs – Answer Key ........................................................................... 29
Student Pages: Part A: Animal Research FAQs ...................................................................................... 32
Student Pages: Part B: Origins of HIV .................................................................................................... 34
Teacher Pages: Part B: Origins of HIV – Answer Key ............................................................................. 36
LESSON 4 - You’re Full of It - PCR .................................................................................................................. 37
Student Pages: PCR Practice – The Case of the Eye of the Donkey – Student Worksheet .................... 40
Teacher Pages: PCR Practice: The Case of the Eye of the Donkey – Answer Key .................................. 41
LESSON 5: A Blanket of Knowledge .............................................................................................................. 43
A Blanket of Knowledge - Project Rubric ............................................................................................... 45
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Author’s Note
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Introduction
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Tips about This Curriculum Lesson Plan Format: All lessons in this curriculum unit are formatted in the same manner. In each lesson you will find the following components: KEY QUESTION(S): Identifies key questions the lesson will explore.
OVERALL TIME ESTIMATE: Indicates total amount of time needed for the lesson, including advanced
preparation.
LEARNING STYLES: Visual, auditory, and/or kinesthetic.
VOCABULARY: Lists key vocabulary terms used and defined in the lesson. Also collected in master
vocabulary list.
LESSON SUMMARY: Provides a 1-2 sentence summary of what the lesson will cover and how this content
will be covered. Also collected in one list.
STUDENT LEARNING OBJECTIVES: Focuses on what students will know, feel, or be able to do at the
conclusion of the lesson.
STANDARDS: Specific state benchmarks addressed in the lesson. Also collected in one list.
MATERIALS: Items needed to complete the lesson. Number required for different types of grouping
formats (Per class, Per group of 3-4 students, Per pair, Per student) is also indicated.
BACKGROUND INFORMATION: Provides accurate, up-to-date information from reliable sources about the
lesson topic.
ADVANCE PREPARATION: This section explains what needs to be done to get ready for the lesson.
PROCEDURE WITH TIME ESTIMATES: The procedure details the steps of implementation with suggested
time estimates. The times will likely vary depending on the class.
ASSESSMENT SUGGESTIONS: Formative assessment suggestions have been given. Additionally, there is a
brief summative assessment (pre/post test) that can be given. Teachers should feel free to create
additional formative and summative assessment pieces.
EXTENSIONS: (ACTIVITIES/LITERATURE) There are many activities and reading sources available to
augment and enhance the curriculum. They have been included. If you find additional ones that should
be added, please let us know.
RESOURCES/REFERENCES: This curriculum is based heavily on primary sources. As resources and
references have been used in a lesson, their complete citation is included as well as a web link if available.
All references and resources are also collected in one list.
STUDENT PAGES: Worksheets and handouts to be copied and distributed to the students.
TEACHER PAGES: Versions of the student pages with answers or the activity materials for preparation.
Implementation notes: This curriculum should be modified and adapted to suit the needs of the teacher and students. To help make implementation easier in this first draft, notes have been included in lessons as needed. Science Subject: Biology
Grade and ability level: 9-12 students in advanced biology Science concepts: enzymes, DNA, mutations, replication, transcription, translation, protein structure, protein function, genetics, homozygous, heterozygous, dominant, recessive, cell structure
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Lesson Summaries LESSON ONE - Facing Evil - Identifying Pathogens During this lesson, students will review the central dogma of molecular biology, learn the basic genetic mechanisms of viruses, explore how scientists classify viruses and know the differences between viruses and bacteria. Students will accomplish this by doing a learning station rotation. Each station will have different information that will be presented via video or article. LESSON TWO – Help Me, ELISA! Students will learn the steps of the ELISA method. Students will learn the basic symptoms and treatment of common STDs and the difference between a viral STD and a bacterial STD. Students will learn this by using a simulated ELISA test on several patients from mini-case studies and interpreting their results with the help of online resources. LESSON THREE – Of Mice, Monkeys, and Men – Using Animal Models to Study Disease Students will learn the importance of using animals in research. Students will understand the relationship between HIV and SIV. Students will learn this by first doing a scavenger hunt followed by reading a journal article and answering teacher made guiding questions. LESSON FOUR – You’re Full of It - PCR Students will learn the steps of PCR and how PCR can be used to help detect the amount of virus in a patient. Students will learn these objectives by playing an online PCR game while answering questions as a guide and participating in a classroom discussion. LESSON FIVE – A Blanket of Knowledge Students will learn the effects of HIV infection on the human body and how modern medicine has helped improve the quality of life of patients living with HIV. Students will learn this by creating an AIDS quilt piece.
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Lesson Sequencing Guide
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Lesson Vocabulary: Animal model: an animal with similarities in its anatomy, physiology or response to a pathogen Antibiotic: Antiviral: Bushmeat: wild animal meat such as monkey meat ELISA: Eukaryotes: an organism that contains a membrane-bound nucleus enclosing genetic material and has cytoskeletons for support. Includes animal, plants, fungi but does not include bacteria. Morphology: Pertaining to form (shape, size) and structure Pathogen: Disease causing agent Prokaryotes: an organism that has no organelles in the cytoplasm except ribosomes, and has its genetic material is not contained in a membrane-bound nucleus nor does it have a cytoskeleton. Includes bacteria. Reverse transcriptase: An enzyme that catalyzes the formation of DNA from an RNA template. Simian: related to monkeys or apes STD: Strandedness: pertaining to the amount of genetic material strands. Single is one strand, double stranded, 2 strands. Symptom: Virus: small infectious agent that lacks its own metabolism and ability to replicate. Consists of genetic material (RNA or DNA) and a protein shell. Zoonosis: A viral transfer between animals and humans takes place
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Next Generation Sunshine State Standards – Science Benchmark Lesson
1 2 3 4 5 6 7
LA.910.2.2.3 The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining)
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SC.6.L.14.6: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.
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SC.912.L.15.5 Explain the reasons for changes in how organisms are classified.
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SC.912.L.16.3
Describe the basic process of DNA replication and how it relates to
the transmission and conservation of the genetic information.
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Background Information
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LESSON ONE - Facing Evil - Identifying Pathogens KEY QUESTIONS: What is the central dogma of molecular biology? How is the central dogma different when referring to HIV? What is a virus? How are viruses classified? How do viruses, prokaryotes and eukaryotes interrelate? KEY SCIENCE CONCEPTS: Viruses, Classification, Immunology, Genetics, Bacteria OVERALL TIME ESTIMATE: One 45 minute class period LEARNING STYLES: Visual and Auditory VOCABULARY: Eukaryotes: an organism that contains a membrane-bound nucleus enclosing genetic material and has cytoskeletons for support. Includes animal, plants, fungi but does not include bacteria. Morphology: Pertaining to form (shape, size) and structure Pathogen: Disease causing agent Prokaryotes: an organism that has no organelles in the cytoplasm except ribosomes, and has its genetic material is not contained in a membrane-bound nucleus nor does it have a cytoskeleton. Includes bacteria. Reverse transcriptase: An enzyme that catalyzes the formation of DNA from an RNA template. Strandedness: pertaining to the amount of genetic material strands. Single is one strand, double stranded, 2 strands. Virus: small infectious agent that lacks its own metabolism and ability to replicate. Consists of genetic material (RNA or DNA) and a protein shell. LESSON SUMMARY: During this lesson, students will review the central dogma of molecular biology, learn the basic genetic mechanisms of viruses, explore how scientists classify viruses and know the differences between viruses and bacteria. Students will accomplish this by doing a learning station rotation. Each station will have different information that will be presented via video or article. STUDENT LEARNING OBJECTIVES: The student will be able to... 1. Explain the difference between a virus and a bacterium (SC.6.L.14.6; LA.910.2.2.3) 2. Illustrate the differences in the central dogma when referring to a retrovirus (LA.910.2.2.3;
SC.912.L.16.3) 3. List the various methods in which scientists can classify viruses (SC.912.L.15.5; LA.910.2.2.3) 4. Provide an example of a virus for each major category of virus. (SC.6.L.14.6) STANDARDS LA.910.2.2.3: SC.6.L.14.6: SC.912.L.15.5: SC.912.L.16.3:
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MATERIALS: Per Class
1 large poster sized Venn Diagram outline to fill in with student responses o Teacher can use Student Worksheet Side B to make into a poster or overhead sheet
Per Station
2 copies of student questions
2 copies of articles that correspond to the student questions for the particular station. (virus definition and classification methods, classification of viruses, bacteria)
1 computer with video. *only one station* (central dogma) Per Student
Facing Evil Student Worksheet BACKGROUND INFORMATION: Central Dogma The flow in which DNA becomes protein and that order is DNA RNA Protein. Replication occurs for DNA (to make copies). Transcription converts DNA to RNA. In eukaryotes, transcription occurs in the nucleus because DNA is located in the nucleus. Translation occurs in between RNA to protein. The central dogma is true for all organisms including bacteria, which are prokaryotic. Many students will therefore think genetic material is absent in prokaryotes. Although it is true that prokaryotes do not have any membrane-bound organelles, DNA is present in either a circular DNA (plasmids). Viruses and Dogma To first understand how viruses are classified, we must understand what a virus is. A virus is a pathogenic, or disease-causing, particle that is made of genetic material surrounded by a protein coat. There is a debate whether a virus is a living or non-living organism. According to the traditional model listing the characteristics of life, a virus is NOT alive mostly due to their dependency on hosts for replication. This dependency can be seen when referring back to the central dogma and applying it to a specific type of virus: the retrovirus. The usual flow of DNA RNA protein is different. Instead of DNA being the main source of genetic material, the retrovirus uses RNA and reverse transcriptase. A retrovirus will enter its host as single stranded RNA and use an enzyme called reverse transcriptase to make a double stranded DNA copy, which then integrates with the hosts DNA and continues to make copies. This DNA will then code for proteins. The dogma for a retrovirus therefore becomes RNA DNA Protein. Virus Classification Various methods have been used to classify viruses. Some include using a modified taxonomic method where only Order, Family, Genus and Species are used (International Committee on Taxonomy of Viruses). Some scientists will classify viruses on other characteristics such as morphology (shape/structure and size), chemical composition or mode of replication. For the purposes of this lesson, we will use the Baltimore Classification system, which utilizes nucleic acid (DNA or RNA), strandedness (is the genetic material double stranded [2 strands] or single stranded [1 strand]) and replication style (positive or negative). In other words, scientists will ask, “does this virus use DNA or RNA to transfer genetic information,” “Does it have one strand of DNA or RNA or two strands,” “Is the genetic material replicating from left to right or right to left?” Upon answering these questions, viruses can fall into one of seven major categories:
Single stranded DNA viruses (ssDNA),
Double stranded DNA viruses (dsDNA)
Double stranded DNA-reverse transcriptase viruses (dsDNA-RT)
Double stranded RNA viruses (dsRNA)
Positive single stranded RNA viruses (ssRNA+)
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Negative single stranded RNA viruses (ssRNA-)
Single stranded RNA reverse transcriptase viruses (ssRNA-RT). We will be focusing on HIV which is a ssRNA-RT virus (retrovirus). In recent years, there has been a shift in attempting a change in classification due to the advancement of technology. Before molecular biology and new technology, the classification depended solely on morphology and genetic material. Now we are beginning to see a shift to using genetic sequences to group viruses into different categories. ADVANCE PREPARATION:
1. Select where each station will be located. If teacher is in a lab room, each lab station can be used as a learning station.
2. If the class is larger, the teacher may have to double up on stations. In other words, there may be two stations: As, two station Bs, two station Cs, and two station Ds. This will make 8 stations that can accommodate 32-40 students if necessary.
3. Print out the answer key for student questions. 4. Make a large poster sized Venn Diagram to collect class data. *If the teacher finds this to be too
wasteful (or the school charges money for paper), the diagram can easily be drawn on the board in between each class*
5. Print articles and corresponding student questions for each station. Place in plastic protective cover sheets or laminate.
PROCEDURE AND DISCUSSION QUESTIONS WITH TIME ESTIMATES: Outline of Procedure Time Estimates
Bell Work – 5 minutes
Class Work – 25 minutes
Class Discussion* – 15 minutes * If time runs out, this can part can be continued the next day
Total: 45 minutes Detailed Procedure
Upon entering the room, students understand to read the bell work assignment. The bell work assignment will read:
Select your group members for today’s activity. Please keep groups to 3-5 people. Please come up and get a worksheet from the front. Every person in your group will need their own worksheet. You will not need your phones today; Please send any last minute emails/texts and put them away before the bell rings. Wait for further instructions, thank you.
1. Bell Rings – Class Starts
Explain (or read) the following to the class: “Today you will be doing a station rotation. You will be at each station for approximately 6 minutes. There are 4 stations your group must visit which are clearly labeled A, B, C, and D. You may start at any station but you can only move to the next station when you hear the bell. You will rotate to the next station until you’ve completed all 4 stations. At each station you will find either questions that you will answer on your worksheet or information to complete the comparison charts on your worksheet. There are only two copies of the questions at the stations so you must share. If there is only one copy of the article, read aloud.
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My hint would be to read the questions first and then read the article so you know what you are looking for.
Each group member is responsible for their own worksheet although you can all work together to complete it. All group members’ names will be on your worksheet but make sure to circle or highlight your name. At the end of the class period, I, at random, will select one student worksheet to be graded from your group. This will be your group’s grade. This means you must help each other so everyone understands the assignment and concepts that you must learn. Some stations will take you longer than others… use the time wisely and either review material or finish up questions from a previous station. All that I just said is on your worksheet and I will be walking around if you need any help. Any questions? (allow time for questions) Great… You have one minute to get to your first station and then I’ll start the timer. Go.”
2. Student Rotation
Set the timer for 6 minutes. You can either stay at one station to help with answers or can circulate the room. Students may need more time at certain stations. I recommend giving them a one-minute warning. If the students need more time, they’ll quickly ask at the warning. Remind them that they will have some time at the end to finish up the worksheet if necessary but that time should be used wisely.
Upon finishing the last station, tell them to stay at their current station. Walk around and select (at random) one student answer sheet from each group. All names from the group will be on the sheet.
3. Class Results
The teacher should ask students, at random, what facts were written for each of the venn diagram sections. Quantity is not as important as quality so don’t worry if each section only has 1-3 responses.
ASSESSMENT SUGGESTIONS:
Objective 1 o The Venn diagram includes prokaryotes, eukaryotes, and viruses. This will be a visual to
display if students can explain the difference between a virus and a bacterium (a prokaryote) and then explain how it all ties in with human cells (eukaryote).
Objective 2 o Student worksheet will have students drawing a flow chart displaying regular translation and
transcription steps and how this differs with HIV (a retrovirus).
Objective 3 and Objective 4 o Student worksheet will include a question asking students to list the various methods in
which scientists can classify viruses and an example for each. EXTENSION:
Microscopes set up with slides of bacteria and human cells (cheek cells would suffice) and students can draw out the cells and make note of the differences seen.
Virus pictures can be printed out and assigned to each group to explain the various characteristics in shape and size. Menacing Microbes
RESOURCES/REFERENCES:
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Despommier, D., Racaniello, V. (2009, August 02). This week in virology. [0]. Retrieved from http://www.twiv.tv/2009/08/02/twiv-43-virus-classification/
Gelderblom HR. Structure and Classification of Viruses. In: Baron S, editor. Medical Microbiology. 4th edition. Galveston (TX): University of Texas Medical Branch at Galveston; 1996. Chapter 41. Available from: http://www.ncbi.nlm.nih.gov/books/NBK8174/
Nolan, D. J. (2012, July 02). Interview by V Lopez [Personal Interview]. HIV's Replication Mechanism. , Gainesville, Florida.
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Student Pages: Facing Evil: Identifying Pathogens – Student Worksheet
Side A
Student Names: _________________________________________________________ (please highlight your name) Directions: You will find questions at each station you visit today. Please answer those questions on this worksheet. You may either write down the questions or answer in complete sentences. The answers will help you fill in the graphic organizer on Side B. Make sure you answer the questions under the appropriate heading. STATION A STATION B STATION C STATION D
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Side B
Directions: Using the information from the stations, please fill in the following Venn Diagram which compares and contrasts prokaryotes, eukaryotes, and viruses. Eukaryotes Prokaryotes Viruses
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LESSON 2: Help Me, ELISA! KEY QUESTIONS: How can biotechnology help with detection of STDs? What’s the difference between viral STDs and bacterial STDs? KEY SCIENCE CONCEPTS: ELISA; STDs OVERALL TIME ESTIMATE: 2 45-minute class periods LEARNING STYLES: Visual and kinesthetic. VOCABULARY: Antibiotic: Antiviral: ELISA: STD: Symptom: LESSON SUMMARY: Students will learn the steps of the ELISA method. Students will learn the basic symptoms and treatment of common STDs and the difference between a viral STD and a bacterial STD. Students will learn this by using a simulated ELISA test on several patients from mini-case studies and interpreting their results with the help of online resources. STUDENT LEARNING OBJECTIVES: The student will be able to...
1. Describe the importance of using biotechnology in medicine 2. List the steps of ELISA with descriptions of what is occurring at a molecular level 3. Differentiate between viral and bacterial STDs including their treatment methods
STANDARDS: MATERIALS:
ESSENTIAL: o Per student
1 copy of Student Lab Packet o Per group
1 tube patient A plasma sample 1 tube patient B plasma sample 1 tube negative control 1 tube positive control 1 ELISA plate 1 tube of wash 1 tube of buffer 6 plastic droppers Stack of paper towels UV light
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BACKGROUND INFORMATION: For more information please refer to the following websites: http://www.avert.org/testing.htm http://www.webmd.com/hiv-aids/human-immunodeficiency-virus-hiv-test http://www.aafp.org/afp/2007/1215/p1827.html#afp20071215p1827-b1 http://www.uncg.edu/shs/wellness/resources/std/ Page updated: 01-Dec-2011 http://www.cdc.gov/std/default.htm ADVANCE PREPARATION: PROCEDURE AND DISCUSSION QUESTIONS WITH TIME ESTIMATES:
1. Lab – Day 1 (45 minutes) a. (5 minutes) Break students up into 7 groups in whichever format teacher finds appropriate for his or
her classroom: i. Counting students off 1-7 as they walk into the classroom
ii. Sticky notes/playing chips with numbers on them and handing them to the students as they walk into the classroom 1. All 1s go to station 1, all 2s go to station 2, etc.
b. There will be 7 stations (amount of students per group will be dependent on how many students you have in a class. If an extremely large class is used the HIV station can be doubled or triple. In other words 2-3 couples will get the positive HIV result)
c. (5 minutes) Explain the following the students: “From this moment on you are now lab techs working at different laboratories throughout Central Florida. You will each receive some plasma samples from local area couples that have been experiencing various symptoms. Each group will have patient information sheets that will need to be filled out. Luckily, the patients filled out a Patient Information packet when they arrived at their clinics. Since you’re still new at the job, you need to make sure you read through the directions before you actually start the lab. These patients do not want to come back and give more blood and your boss won’t be happy with you.” Each sheet will include the following information: i. Patient number
ii. Age iii. Symptoms iv. Special notes: pregnant, immunocompromised patient (going through chemo, living with HIV),
etc. d. (30 minutes) Students will perform the ELISA test according to the procedures page and record their
findings. e. Each couple will have a different STD result which will lead into a short research aspect of their lab
(see part 2 below). f. (5 minutes) Clean up: “You have 5 minutes before your workday at the lab is over. Your boss doesn’t
like a messy lab. Please make sure everything is put back exactly as you found it.”
2. Research aspect – Beginning of Day 2. (Can also be done for homework if necessary) a. (15 minutes) “Looks like we have some unhappy couples. Before you present your information, you
want to make sure you offer some information to your couples to help them cope with the news. Today we’ll be focusing on research… an important aspect of lab work. I’ll give you 15 minutes to use your resources to complete this part of the lab.” Students will need to go to http://www.cdc.gov/std/default.htm on their phones, laptops or at home to find information on their couple’s disease.
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i. Once on the website, scroll to the Featured section and click on Fact Sheets. For each couple, research causes (bacteria? virus? Specify name of either if possible), symptoms and treatment.
ii. If the patient(s) has/have an added compromise to their health (such as pregnancy), the group must make note of any special precautions or side-effects the disease can have on said patient(s).
3. (30 minutes) Presenting results and a focus on HIV – Day 2 a. (10 minutes) Once all students gather their information, students will present their findings to the
class. b. (10 minutes) After all information has been presented, a brief class discussion should be conducted
on the differences between antibiotics and antiviral medications. i. Use module 1’s lesson to incorporate what the students already know about viruses and
bacteria. (The student handout for the lab contains a question that asks the student to list or give a brief description of what they already know)
c. (10 minutes) The teacher should then focus on HIV. i. “Since we know many bacterial STDs can be cured with antibiotics and we now know why, let’s
focus on viral STDs, specifically HIV.” ii. A short PowerPoint presentation will be done on HIV to present the following information:
1. What type of virus is HIV? (slide 1) 2. The different strains of HIV and their location on a world map (slide 2) 3. Why it is difficult to treat/find a cure (slide 3)
a. Mutation = fast evolution of virus = different strains b. Super infections c. Adherence to medicine
iii. Students will have a worksheet (part of their lab packet) to help focus in on important facts while going through the PowerPoint.
iv. If time permits, a short quiz on polleverywhere should be taken. If time runs out, this should be done at the beginning of class the next day. 1. Herpes is a. viral or b. bacterial 2. What type of virus is HIV? (short response) 3. How would you treat a bacterial STD? a. antibiotics b. antiviral treatment 4. How would you treat a viral STD? a. antibiotics b. antiviral treatment 5. Which viral STD can be prevented with a vaccine? a. HPV b. HIV c. Herpes
ASSESSMENT SUGGESTIONS:
Describe the importance of using biotechnology in medicine: One of the questions in the student’s lab packet asks for the student’s opinion on why they feel biotechnology is important.
List the steps of ELISA with descriptions of what is occurring at a molecular level: As students go through the steps of the lab, the teacher should walk around and observe lab techniques and ask questions such as: “What step are you doing now? Why? What’s happening in the wells?”
Differentiate between viral and bacterial STDs including their treatment methods: Using Polleverwhere to determine if all (or at least the majority of) students know the differences.
EXTENSIONS:
Are there other activities you know of from other resources that relate to this lesson?
RESOURCES/REFERENCES:
http://www.avert.org/testing.htm
http://www.webmd.com/hiv-aids/human-immunodeficiency-virus-hiv-test
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http://www.aafp.org/afp/2007/1215/p1827.html#afp20071215p1827-b1
http://www.uncg.edu/shs/wellness/resources/std/ Page updated: 01-Dec-2011
http://www.cdc.gov/std/default.htm
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LESSON THREE: Of Mice, Monkeys and Men – Using Animal Models to Study Disease KEY QUESTIONS: Why are animals used in laboratories to study disease? How are SIV and HIV related? SCIENCE CONCEPTS: Laboratory variables, models, ethics, evolution, HIV, SIV OVERALL TIME ESTIMATE: Two 45-minute class periods LEARNING STYLES: Visual, auditory, and kinesthetic VOCABULARY: Animal model: an animal with similarities in its anatomy, physiology or response to a pathogen Bushmeat: wild animal meat such as monkey meat Simian: related to monkeys or apes Zoonosis: A viral transfer between animals and humans takes place LESSON SUMMARY: Students will learn the importance of using animals in research. Students will understand the relationship between HIV and SIV. Students will learn this by first doing a scavenger hunt followed by reading a journal article and answering teacher made guiding questions. STUDENT LEARNING OBJECTIVES: The student will be able to...
1. Defend their stance on the importance of using animals for laboratory testing 2. Explain the relationship between HIV and SIV
STANDARDS: MATERIALS:
One student worksheet per student
Class set of journal article o http://www.prn.org/index.php/progression/article/origin_of_the_aids_pandemic_58
Animal Testing FAQ question and answer cards – laminated
Playing chips or sticky notes for group assignments
LCD projector and internet access BACKGROUND INFORMATION: Animals in the Lab Animal testing has received much negative attention from animal rights groups and the countless negative images that can be found online or in print ads. Unfortunately, some of these negative images have tarnished the important reasons why animal testing is used in a research lab. Animal models are used in research to better understand biochemical and pathogenic reactions before new drugs can be tested on humans. Using animal models is not a cheap and easy laboratory method. Strict regulations are placed on labs to ensure the comfort of the animal. The tests must be as painless as possible including the method in which an animal is euthanized (put to death). Due to these measures, animal testing is very expensive and is done only when necessary.
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Some animal advocates state that it is unnecessary to test on animals since animals and humans are different. However, it must be stated that humans and non-human animals share many similar physiological mechanisms. Anatomy is very similar in many mammals. Genetically speaking, simian species share about 98% of human genetics which makes them an excellent model for several pathogens. Various controls can be regulated when using animal models. How much an animal is fed, how much exercise, how often a drug is administered and any other variable can be carefully measured and kept constant to provide better experimental data. SIV and HIV Simian Immunodeficiency Viruses (SIVs) are the primate version of the retrovirus HIV. SIV and HIV are similar in their genetic structure and in their pathogenicity. Because of the similarities, SIV is used in research laboratories as a model to study HIV in humans. SIVs are found in a variety of primate species including (but not limited to) sooty mangabeys, African green monkeys, macaques, and mandrills. There are at least 33 African primate species that act as natural hosts for SIV. It has been in a natural part of non-human primates … not causing harm to the species. The virus co-evolves with the species. It is due to a virus jumping host that causes a possible detrimental effect on a new species. There are instances of viruses passing between species and the effect being minimal. For example, SIV jumps from several species of non-human primates without detriment to the species. Zoonosis occurred when SIV jumped to humans. How? The most widely accepted hypothesis is the bush meat trade. The selling and trading of bush meat was, and still is, common practice in Africa. SIV infected monkeys are killed and their blood and meat is ingested or while being killed the blood enters cuts or wounds on the hunter. Normally the hunter's body would have fought off SIV, but it adapted itself within its new human host and became HIV-1. ADVANCE PREPARATION:
1. On the board, write the following objective before students walk in: “Today we will be learning about the use of animals in research. This will lead into a discussion on why SIV (Simian Immunodeficiency Virus) is used in some research laboratories instead of using HIV.”
2. Cut and laminate student question and answer cards. Make duplicates and keep them in case a few cards go missing.
3. Make small number tickets (1-12) by taking small sticky notes and writing numbers 1 – 12 on individual sticky notes. If this method will be used often for other group assignments, a more permanent solution is to take a sharpie and write numbers 1 – 12 on playing chips. These will be used to break students up into groups. As each student walks into the classroom, hand him or her a number chip or sticky note. All 1s will work together, all 2s will work together, etc.
4. Create your poll on www.polleverywhere.com. Follow the directions on the website as to how to create a poll. The question will be :
5. “My views on animal testing in a lab are: A. Negative B. Positive C. Indifferent D. I don’t have enough information to have a solid opinion “
6. Have the site up and running when the students walk in. If this is the first time working with polleverywhere a small demo may need to be done to help students however it is very user friendly. Students are to text or tweet their responses according to the website’s directions. Each student is allowed 1 response (this function can be activated when creating your poll).
7. Print and make enough copies of the student worksheet
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8. Print out answer key for the questions *at the end of this document* 9. If you do not have a Twitter account for your classroom, a Twitter account will need to be set up
for your class. Remember to keep your personal Twitter account off of this class account. In other words, don’t follow the group with your personal account. The students will be told of the classroom Twitter name so they can follow your Tweets and follow each other’s Tweets. If Twitter is blocked in your district, contact your IT specialist and often they can make exceptions. Alternatively, you can also download apps to smartphones.
10. Animal Research FAQs card questions and answers are at the end of this document. A separate document that has a Cut-and-Laminate version has been provided. As always, it is wise to print a duplicate set in case of lost items throughout the day.
PROCEDURE AND DISCUSSION QUESTIONS WITH TIME ESTIMATES:
1. Day One – Total 45 minutes a. Bellwork (5 minutes)
Write the following on the board: “On a blank sheet of paper, please write down and answer the following prompt: What is your stance on animal testing? If you have no opinion, or need guidance, use the following questions to help build an opinion:
What do the words “animal testing” mean to you?
What are some common issues you think people may have in regards to animal testing?
Make a list of pros and cons that you can quickly come up with. This is a quick brain storming session. You have 5 minutes to formulate your thoughts and write down at least three sentences. I will give you a 1minute warning before time runs out. Time officially begins when the late bell rings.”
b. Classwork (total: 40 minutes)
i. (5 minutes) Using Polleverywhere.com, have students respond to the following question:
My views on animal testing in a lab are: A. Negative B. Positive C. Indifferent D. I don’t have enough information to have a solid opinion
ii. Scavenger Hunt Assignment + Twitter Share
As students walk in to the room, hand them sticky notes or playing chips with a number from 1-12. Tell students to go to their assigned seats but to hold on to their numbers. After the bellwork assignment and poll are completed, students should get together based on their assigned numbers. At this point, students will now be broken up into 12 groups. Hand each group a question card and each student a worksheet. Have the students write down their assigned question in the appropriate question box on their worksheet. Within their group, have the students toss around a few ideas as to what the answer could possibly be. No need to write anything down anything yet. Explain the scavenger hunt rules: “When I say go, you and your group need to search the room to find the answer to your question. Obviously you will not be 100% sure on your response… you may have to read through a few answers to make certain you’ve found the correct one. When you are content with your answer, you will have to come up with a summarized version. Why
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summarized? You will be tweeting your responses for everyone to see! The character limit is 140. When you are happy with your tweet, have one student from your group send it with the appropriate hash-tag. I will be tweeting the questions for everyone to see. I’ll write the hash-tag and tweet format on the board. You have 15 minutes to find the answer, summarize and tweet.”
(15 minutes to find answer and summarize) Provide a 10 minute warning and 5 minute warning. At 5 minutes before time is up, urge the students to start formulating their tweets.
(20 minutes to share out) Explain to students that at this point all 12 questions and answers are on a live Twitter feed. Have students fill in their FAQs worksheet. If students are getting frustrated on waiting for people to copy their answers down, encourage them to move around the class to get their answers. If time permits, the teacher can discuss one question at a time to make sure every student understands each response. If time doesn’t permit teacher can tweet a summary of what students should take away from this lesson. Use the following as a summary tweet for the day: “Animals are used for ethical reasons, control of variables and for time constraints. #AnimalTestingTHM” Students can use the hash-tag #AnimalTestingTHM to ask any clarifying questions they may have to answer their day 2 bellwork prompt.
c. Homework
Their homework assignment is on their student worksheet. It states the following: “Please read through the questions and answers from today’s class. Be prepared to write down if your opinion on animal testing has changed based on what you’ve learned. You will be allowed to use your worksheet because you will need to include strong reason as to why your opinion has remained the same or has changed. There will be a minimum of 1 paragraph required and a limit of 2 paragraphs. Your grade is dependent on giving your opinion NOT what you think I want your opinion to be. I will be giving you 15 minutes for this prompt as bellwork tomorrow.”
2. Day Two – 45 minutes total
a. Bellwork: (15 minutes) As stated yesterday, I am asking for your opinion on animal testing in labs. Where do you stand on the issue now that we’ve discussed the reasoning behind testing on animal models? Please give reasons as to why your stance has changed or remained the same. There is a one paragraph minimum. You have 15 minutes to complete this prompt. Time will start when the late bell rings. I will give you a 5 minute warning.
b. Classwork: (30 minutes) Students will have 20 minutes to complete the reading assignment on the SIV/HIV connection. Each student will have a copy of the article and will use it to complete the second part of their worksheet. At the conclusion of the 20 minutes, students will be chosen at random to read their answers aloud. (10 minutes)
Method to select student: At the beginning of the school year all students are given a popsicle stick to fill out with their name. These popsicle sticks are separated by class periods. The teacher closes his or her eyes and picks a random popsicle stick.
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Questions to select include (in order of importance) = #’s 7, 9, 2, 6, 4 The goal is to go through all questions but if time is not on your side, selecting those 5 important questions will provide adequate information for students to learn.
ASSESSMENT SUGGESTIONS:
Objective 1 The student will be completing and turning in their worksheet which is an overview of basic ideas in animal testing. The bellwork question on day 2 will be targeting objective 1 and will be scored based on their ability to support their stance rather than it be a “right or wrong” question. If the student can use the various facts from the scavenger hunt to defend their stance it shows the student can piece information together.
Objective 2 The student will be completing and turning in their worksheet. The worksheet is an overview of basic ideas in HIV/SIV. The second part of the worksheet will be graded is not opinion based and will be graded for correctness and focuses on HIV/SIV.
RESOURCES/REFERENCES:
Animal research FAQs. (n.d.). Retrieved from http://www.amprogress.org/AnimalResearchFAQ
Braun, J. F. (2005, September). The prn notebook - origin of the aids pandemic. Retrieved from http://www.prn.org/index.php/progression/article/origin_of_the_aids_pandemic_58
The origin of aids and hiv and the first cases of aids. (n.d.). Retrieved from http://www.avert.org/origin-aids-hiv.htm
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Teacher Pages: Animal Research FAQs – Answer Key
1. How can we learn from medical research using animals? Each species in the animal kingdom is unique. But just as there are differences, there are also key similarities. Scientists use both similarities and differences to gain insight into the many different human biological systems. Scientists often work with animal models that have biological systems similar to that of a human. For instance, pigs and humans share similar cardiovascular systems. By working with pigs, scientists are better able to develop and study new therapies for heart disease. To study genetic contributions to disorders such as Down's syndrome or Parkinson’s disease, researchers might study a mouse model which shares 85% of its DNA with humans! The differences exhibited in a research model can also provide great insight. For instance, naked mole-rats are highly resistant to cancer. By studying their biological system, scientists hope to understand what mechanisms prohibit naked mole-rat cells from developing into tumors when exposed to carcinogens, and from this information, create medicines that mimic these mechanisms to prevent cancerous cells from forming tumors in humans and animals. Another example is the zebrafish, which unlike us can repair its heart tissue very effectively following damage. Scientists are now studying the biological processes that underpin this regenerative capability in order to develop new therapies for heart failure.
2. Why do veterinarians and other lab animal care professionals participate in animal research? Those who are involved in animal-based research realize that animals are a vital cornerstone to medical progress. They work diligently to advocate for the welfare and care of their animals. By participating in research, they are able to ensure the minimization of animal pain and distress while facilitating the continuation of medical progress.
3. Do animals in research suffer? During every step of the research process, animal pain and distress is assessed and monitored to provide the highest level of animal care while protecting the validity of research data. Animal welfare laws, such as those listed in the U.S. Animal Welfare Act (AWA), require that the appropriate veterinary care, housing, feeding, handling, sanitation and ventilation are provided to animals involved in research. To further the protection of animals in research, governing bodies such as Institutional Animal Care and Use Committees (IACUCs) work together with researchers to ensure protocols are followed, anesthesia and postoperative painkillers are used when appropriate, and alternatives to animal research are sought out and implemented whenever possible. Many institutions go above and beyond existing laws and take the next step in animal care by seeking accreditation from the Association for Assessment and Accreditation of Laboratory Animal Care International (AAALAC). By adhering to a strict set of guidelines, institutions with AAALAC accreditation work to further ensure the welfare of their research animals. One of the most important but unknown facts about animal research is that just like your local veterinarian, research veterinarians, husbandry specialists and animal health technicians – people who care deeply for research animals - are on the front lines of research, ensuring the highest quality of care. They work directly with the scientists and the research animals to minimize pain and stress, two factors that affect the welfare of the animals as well as the validity of research data.
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4. What happens to the animals? It is important to note that according to the USDA, 95+% of all animals used in research are rats and mice. Almost all the animals involved in research studies are eventually euthanized (put to sleep). By euthanizing the animal, scientists are able to answer scientific questions at a microscopic level, providing them with information that may help formulate new medical treatments and cures. By using the methods put forth by the American Veterinary Medical Association, scientists ensure a humane endpoint for the animals they use in their research.
5. Why are there increasing numbers of mice and fish used in research? According to the USDA, the number of animals used in research that are covered under the Animal Welfare Act (all animals except rats, mice and birds) have decreased markedly since 1973. This is largely because of scientists’ quest for alternatives to animal-based research. In some of the smaller species, such as mice and zebra fish, the numbers have increased due to the development of transgenic research. In this type of research, scientists are able to identify and produce specific breeding characteristics, enabling them to pinpoint and study a particular gene deficiency or trait.
6. Why can’t alternatives like computers replace animals?
In many cases they have, but while computers provide fantastic resources to researchers all over the world, they do have limitations. For instance, computers are only able to provide information or models of known “phenomenon.” Because research consistently seeks answers to unknowns, a computer is unable to simulate how a particular cell might interact or react with a medical compound, or for example, how a particular human system such as the circulatory system will react to a new drug directed to improve organ functionality. It is important to remember that a single living cell is many times more complex than even the most sophisticated computer program. There are an estimated 50 -100 trillion cells in the human body, all of which communicate and interact using a complicated biochemical language… language scientists have only just begun to learn. To fully understand the effect of a new chemical, such as a new medicine, scientists must use whole systems, like those in animals, to understand the impact of a drug and the potential benefits and possible harms they pose to humans and animals.
7. Do we have the right to use animals? What about their rights? As living beings with a conscience mind, we cannot ignore human or animal suffering. Each day scientists use their knowledge to minimize suffering in both humans and animals by conducting medical research that will benefit the greater good. They work to provide research animals with a clean environment, food, water and minimal pain and suffering. The law also requires that all new drugs, medical devices and procedures first be tested on animals for safety and efficacy reasons.
8. Do researchers conduct animal experience for profit motives? Biomedical research is a noble profession and many in the field could make more money in other career paths. Animal research is extremely expensive and requires a tremendous investment in well-trained people and special facilities. It is also heavily regulated, requiring an institution to invest a significant amount of time and expense to ensure that all applicable regulations and guidelines are met. Conducting animal-based research is not something that institutions undertake without a great deal of thought.
9. Why test on animals when “cruelty free” products are available? The law requires animal testing on all new chemical compounds and it is important to understand what “cruelty free” labels really mean. By definition anyone can use the “cruelty free” label if:
1 – As the distributing manufacturer they have not tested the product on animals.
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*It is important to note that a company can still use the label if they send their product to another vendor to be tested on animals.
2- Some (but not all) components of the product have been tested on animal *In some cases products that have been previously tested on animals and have been found safe
can be used by other companies and marketed as “cruelty free.”
10. Can't most diseases be prevented through lifestyle or other changes? Some certainly can, for instance by having a healthy diet and following good hygiene advice, and improving sanitation. One good way of preventing many infectious diseases is by vaccination, developed and tested in animals. But it is difficult to see how genetic diseases such as cystic fibrosis could be prevented or avoided, or how the environment in tropical countries could be improved so radically as to prevent widespread killer diseases such as malaria.
11. Aren't animals different from humans? Obviously there are differences between animals and people. But under the skin, the biology of humans and other animals, particularly mammals, is remarkably similar. We have the same organs, controlled by the same nerves and hormones, as many other species. Where there are differences, researchers know about them, and such differences can actually help scientific understanding of a particular problem. Many animals suffer quite naturally from the same diseases as humans, and can be used to study those diseases. In other cases, researchers can use an "animal model" of a disease which is close to the human condition.
12. If SIV happens in monkeys, why use it to study HIV & AIDS? Shouldn’t we use humans? HIV and AIDS have been difficult to tackle because the virus targets the body's immune system, and because it mutates rapidly. Leading researchers have recently recommended that more basic research should be done to help us understand the virus better, before further vaccine trials are carried out in volunteers. Animal studies have been crucial in identifying the virus, developing diagnostic tests, and for producing therapies that have prolonged millions of lives. HIV was identified in the early 1980s as a retrovirus. This class of virus had been studied in animals and had only been found to infect humans a short time previously. The blood test (to test blood for transfusion as well as to diagnose the disease) was developed using animals. The first treatment for HIV was shown to have activity against retroviruses in animals, and once it was shown to also be active against HIV went directly into clinical trials. By studying monkeys with a related virus, SIV, in the first few weeks after infection, scientists were able to understand more about the virus and develop better antiretroviral medicines for HIV patients. Animal research also played a key role in the development of post-exposure prevention that has saved many victims of needle stick injuries and other exposures to HIV.
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Student Pages: Part A: Animal Research FAQs
Name: _________________________________ Date: __________________ Pd: ______ This exercise is used to discover importance of using animals in research. This will lead into a more detailed discussion on why SIV (Simian Immunodeficiency Virus) is used in some laboratories instead of using HIV. Using your classmate’s questions and answers on the Twitter feed/class discussion, please fill out the following chart. Highlight the question that your group was responsible for answering.
QUESTION ANSWER
1.
2.
3.
4.
5.
6.
7.
8.
9.
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10.
11.
12.
Homework Please read through the questions and answers from today’s class. For bellwork tomorrow, be prepared to write down if your opinion on animal testing has changed based on what you’ve learned today. You will be allowed to use your worksheet because you will need to include strong reasoning as to why your opinion has remained the same or has changed. There will be a minimum of 1 paragraph required and a limit of 2 paragraphs. Your grade is dependent on giving your opinion NOT what you think I want your opinion to be. I will be giving you 15 minutes for this prompt as bellwork tomorrow.
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Student Pages: Part B: Origins of HIV
Name: _________________________________ Date: __________________ Pd: ______ Use the article titled Tracing the Origin of the HIV Pandemic to answer the following 10 questions. 1. How genetically similar are chimpanzees and humans? _______
2. What are the two genetically distinct AIDS viruses? _________ and _________
3. Using a dictionary (online or printed), please define clade:
4. Based off of the reading (or using a dictionary), please define simian:
5. Why is SIV a misnomer? (you may have to define misnomer)
6. HIV, a retrovirus, is an RNA virus that codes for reverse transcriptase. Why does it need RT?
2. *Did you know that within the category of Retroviruses, HIV is classified as a lentivirus. Lenti is the Latin prefix that’s derived from the Latin word for slow: “lentus”.
7. Dr. Hahn explains that, "The human viruses cluster with SIV…” Explain what that means about SIV and HIV.
8. According to Figure 3, which species is closely related to HIV-1? ________________
9. Using the paragraph above figure 4 and the caption under figure 4, what’s the most likely theory of the origins of HIV?
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10. Gombe National Park: What is Dr. Hahn’s theory on how SIV spreads amongst the Gombe Chimpanzees?
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Teacher Pages: Part B: Origins of HIV – Answer Key
Name: ______KEY________________________ Date: __________________ Pd: ______ Use the article titled Tracing the Origin of the HIV Pandemic to answer the following 10 questions. 1. How genetically similar are chimpanzees and humans? __98%___
2. What are the two genetically distinct AIDS viruses? __HIV-1__ and ___HIV-2____ 3. Using a dictionary (online or printed), please define clade:
group of organisms that have a common ancestor 4. Based off of the reading (or using a dictionary), please define simian:
Related to a monkey or non-human primate
5. Why is SIV a misnomer? (you may have to define misnomer) "We called it SIV because it's so closely related to HIV, which we discovered first," she said. "However, SIV is not an immunodeficiency virus-it does not cause immune deficiency, or AIDS, in its natural host."
6. HIV, a retrovirus, is an RNA virus that codes for reverse transcriptase. Why does it need RT? It’s needed to transcribe the viral RNA into a DNA copy that is capable of integrating itself into the host cell genome.
7. Dr. Hahn explains that, "The human viruses cluster with SIV…” Explain what that means about SIV and HIV. HIV comes from SIV
8. According to Figure 3, which species is closely related to HIV-1? ___P.T. Troglodytes_
9. Using the paragraph above figure 4 and the caption under figure 4, what’s the most likely theory of the origins of HIV? Bush-meat trade… bush meat infected with SIV.
10. Gombe National Park: What is Dr. Hahn’s theory on how SIV spreads amongst the Gombe Chimpanzees? The females leave their initial tribe of chimps and move on when they are sexually mature.
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LESSON 4 - You’re Full of It - PCR KEY QUESTION(S): What is PCR? How can PCR help determine the viral load in a patient? KEY SCIENCE CONCEPTS: Biotechnology; Immunology OVERALL TIME ESTIMATE: 45 minutes – 1 class period LEARNING STYLES: Visual and auditory VOCABULARY: LESSON SUMMARY: Students will learn the steps of PCR and how PCR can be used to help detect the amount of virus in a patient. Students will learn these objectives by playing an online PCR game while answering questions as a guide and participating in a classroom discussion. STUDENT LEARNING OBJECTIVES: The student will be able to...
1. Organize the steps of PCR into proper order and state what processes take place within each step.
2. Interpret PCR results and formulate a hypothesis to explain interpretation. STANDARDS:
MATERIALS:
ESSENTIAL: o Per student
Computer (computer lab or rolling laptop cart) Webquest Student Worksheet
BACKGROUND INFORMATION: ADVANCE PREPARATION:
1. Schedule computer lab block or schedule a rolling laptop station to be used in the classroom. All computers should have access to the internet.
2. Photocopies of student questionnaire 3. Have guiding questions written down to use during classroom discussion 4. Game pieces should be laminated and have a magnet or piece of tape attached on the back
PROCEDURE AND DISCUSSION QUESTIONS WITH TIME ESTIMATES:
1. Classwork (45 minutes total) a. Webquest – 20 minutes
1. Upon students entering the room hand them a webquest worksheet. 2. Have students log on to computers and go to
http://www.nobelprize.org/educational/chemistry/pcr/about.html.
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3. While computers load/log-in, direct students to highlight (or circle or underline) the objective on the questionnaire. Have a student read the objective aloud. *objective on the student questionnaire attached on a separate file*
4. State the following to the students: 5. “The questions on your worksheet will be answered as you go from page to page on the
PCR game. Remember, your goal is to not only know the steps of PCR but what is happening at each step. Click around the page if you need to … there are hidden notes throughout the game to help you. If you are truly confused, try to find the answer online before asking me. I will ask you what steps you’ve taken to find the answer on your own. It’s a short game so it shouldn’t take you longer than 15 minutes. I will let you know when you have 5 minutes left.”
b. Socratic Circle – 25 minutes
1. Have students arrange chairs so everyone is sitting in a circle. 2. For the purposes of this particular discussion format, there should be a method to
control which student speaks. For example, you can tell the students that only the student with the (insert any item here: tennis ball, stuffed animal, etc.) can speak. This will prevent several students talking over one another.
3. You may start the question and answer discussion by opening with easy questions such as the questions from the webquest questionnaire: “I’ll start things off by asking what the first step of PCR is. It’s on your worksheet if you need to review. I’ll take a volunteer.”
4. The goal with the initial questions will be for students to clearly understand the steps of PCR.
5. Transition into a discussion on what PCR can tell us about HIV. “OK I feel most of you have mastered what each step of PCR is, let’s see what the results may look like. I’ll pass around these pictures from a real PCR result I received from a lab.”
6. Introduce the PCR pictures with different band strength. Have the students pass it around the circle. “Notice how some bands are brighter than others. I want to hear some of your guesses on why some of the bands are brighter than others. Think about what PCR is”
7. At this point start asking guiding questions that will lead them to the answer. You are trying to get the students to understand that brightness of strands corresponds to the amount of virus found in a patient. “If the band is brighter when the patient has more virus, at what point during an infection would a patient’s sample be brightest?”
8. Introduce the dates of when the patient samples were taken. One of the low-intensity bands should be a later date. Students should be surprised by the fact that a patient that has had HIV longer than a brand new patient may show a low viral count. “Why would a patient from April have a lower viral count than someone who was infected in February? Wouldn’t the April case have more virus? Let’s think about our immune system to help us out.”
9. Allow student discussion. Ask what their immune system would be doing to a virus. The goal is to get students to understand that viral load will increase, decrease, increase and plateau and then increase again. This is due to the immune system clearing the virus initially, the virus mutating after it hits a plateau and then it increases in numbers. The immune system can only fight it for so long before the virus wears it out.
10. On the back of their questionnaire, ask students to sketch a basic graph of what viral load will look like in a patient from moment of infection to 10 years.
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QuickTime™ and a decompressor
are needed to see this picture.
a. The red triangles (copes of virus) would be the basic shape of graph students should draw.
ASSESSMENT SUGGESTIONS:
Objective 1 Students will be assessed by grading the student worksheets which will also be collected at the end of the class period.
Objective 2 Students will turn in their questionnaire that includes a section where students can write down their hypothesis and explanation of bands on PCR. This will be collected at the end of the class period. Prior to the worksheet being graded, the class discussion will serve as a method to gauge comprehension.
EXTENSIONS ACTIVITIES:
Go to http://www.hiv.lanl.gov/components/sequence/HIV/geo/geo.comp to find the various strains of HIV and their location.
5 minute Review Game: The game is a simple matching game where students are to match the steps of PCR to function by moving game pieces on the board. Game pieces should be laminated and attached to magnets or tape. The class can be broken into three teams. Students should not use their worksheets for the game. They should help each other out to try to be the first team to put the order and function together.
RESOURCES/REFERENCES:
The pcr method - about. Nobelprize.org. 10 Jul 2012 http://www.nobelprize.org/educational/chemistry/pcr/about.html
http://www.dwp.gov.uk/publications/specialist-guides/medical-conditions/a-z-of-medical-conditions/hiv-aids/clinical-features/
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Student Pages: PCR Practice – The Case of the Eye of the Donkey – Student Worksheet
Name: ________________________________ Date: ________________ Pd: ________ Directions: Log on to www.nobelprize.org/educational/chemistry/pcr/about.html and click on the PCR Practice game called The Case of the Eye of the Donkey. While you watch the lecture, you’ll need to answer the following questions. Read all of the questions before you hit start and note that you can pause the lecture however you CAN’T go back (you’ll have to start the lecture from the beginning). 1. What does PCR stand for?
2. In one short sentence, what does PCR do?
3. Every cell in our body contains __________.
4. Why is PCR important for forensics?
5. DNA has been used before PCR but what was the problem?
6. In what other ways could you use PCR? (give 2 reasons)
7. How many steps in PCR?
8. Why do we use temperature changes in PCR?
9. What are the four nucleotides in DNA?
10. What are the three stages of PCR and what happens in each step?
a. _________________________ i. What’s happening:
ii. What temperature? b. _________________________
i. What’s happening: ii. What temperature?
iii. What is a primer? c. _________________________
i. What’s happening: ii. What temperature?
11. How can we distinguish between individuals if we only have four nucleotides?
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Teacher Pages: PCR Practice: The Case of the Eye of the Donkey – Answer Key
While you watch the lecture, you’ll need to answer the following questions. A few tips: Read all of the questions before you hit start and note that you can pause the lecture however you CAN’T go back. 1. What does PCR stand for?
Polymerase Chain Reaction
2. In one short sentence, what does PCR do? Copy DNA
3. Every cell in our body contains _DNA_.
4. Why is PCR important for forensics? We only need a little bit of DNA to determine a suspect
5. DNA has been used before PCR but what was the problem? Not enough DNA at a crime scene
6. In what other ways could you use PCR? 2 Heredity diseases and genetic relationships
7. How many steps in PCR? 3
8. Why do we use temperature changes in PCR? (source of energy)
9. What are the four nucleotides in DNA? Adenine; thymine; guanine; cytosine
10. What are the three stages of PCR and what happens in each step? a. ___denaturing______________________
i. What’s happening: separate ii. What temperature? 95C
b. ___anneal______________________ i. What’s happening: strands come together
ii. What temperature? 56C iii. What is a primer? (short synthetically made DNA)
c. ___synthesizing______________________ i. What’s happening? New strands are being made
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ii. What temperature? 72
11. How can we distinguish between individuals if we only have four nucleotides? (different lengths in strands)
12. Why is TAQ polymerase resistant to high temperatures? (it comes from bacteria in hot springs)
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LESSON 5: A Blanket of Knowledge KEY QUESTIONS: How does your body work together to help fight infection? How has research improved the quality of life of patients living with HIV? SCIENCE CONCEPTS: Immunology, Ethics, HIV, Science Education OVERALL TIME ESTIMATE: One 45-minute class period – Three 45 class period (if you provide the students time to research and get creative in class and not at home). LEARNING STYLES: Visual and or kinesthetic. VOCABULARY: See previous four lessons (at this point all vocabulary is review) LESSON SUMMARY: Students will learn the effects of HIV infection on the human body and how modern medicine has helped improve the quality of life of patients living with HIV. Students will learn this by creating an AIDS quilt piece. STUDENT LEARNING OBJECTIVES: The student will be able to...
1. Describe a particular body system’s reaction to HIV infection 2. Explain the use of a diagnostic test used to detect HIV 3. List the functions of medicines used in treatment/control of HIV 4. List precautionary measures to decrease spread 5. Explain the importance of science education 6. Explain the role of using animal models in research and the relationship between SIV and HIV
STANDARDS MATERIALS:
ESSENTIAL: o Each student will receive a topic assignment sheet w/ project rubric o Each student will receive a blank 10x 10 felt square o Basic art supplies – glue, scissors
SUPPLEMENTAL: o Various craft materials: glitter, extra felt scrap pieces, etc.
BACKGROUND INFORMATION: (work in progress) ADVANCE PREPARATION:
1. Have the 10x10 quilt squares cut out for the students. Have extras in case a mess up occurs. 2. Have art supplies out and organized in whatever fashion works best in the classroom (bins, stations with
different supplies, etc.). 3. Topic sheets w/ rubrics should be printed out for each student. Alternative: Each station will be a topic
and will have one copy of the rules and one copy of the project rubric. Each student could take a picture of the rules/rubric for their use at home if necessary.
4. Number chips/sticky notes prepared (1-7)
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PROCEDURE AND DISCUSSION QUESTIONS WITH TIME ESTIMATES:
1. (1 minutes) Bellwork a. Write the following on the board:
“Today we will be making pieces for our AIDS quilt. Each of you have a number that will correspond with a particular station. At these stations you will find a topic for your quilt piece. You can work together with your group to come up with a theme or have a few ideas however everyone will make their own quilt piece. Further instructions will be found on your stations along with a rubric with the point break down.”
Students will spend a minute reading and the teacher will start explaining the procedures for this project.
2. (44 minutes) Classwork
a. Students will be creating a quilt piece on one of these topics:
1. A particular body system’s reaction to HIV infection (immune system, respiratory system, nervous system, digestive, integumentary)
2. A diagnostic test used to detect HIV 3. Medicine used in treatment/control of HIV 4. Precautionary measures to decrease spread 5. The importance of science education 6. The role of using animal models in research 7. The relationship between SIV and HIV
Each station will be a topic. Students are to work together to come up with quilt pieces that properly explain their particular topic. Students will have creative freedom to design whatever they’d like to represent full understanding of their topic. If they’re stuck on how to present their information suggest simple diagrams or graphic organizers to help sort their thoughts.
Students are free to use their phones, previous worksheets, or computers to research but explain that sites should be credible sources.
ASSESSMENT SUGGESTIONS:
Students will be graded by using a rubric
Students will present and explain their quilt piece at the end of the project. EXTENSIONS ACTIVITIES:
Drug adherence - http://www.hhmi.org/biointeractive/activities/index.html
REFERENCES:
Bartlett, M. (2010, August 21). The effects of hiv/aids on different systems of the body. Retrieved from http://www.livestrong.com/article/214087-the-effects-of-hivaids-on-different-systems-of-the-body/
Human immunodeficiency virus (hiv) test. (2010, April 8). Retrieved from http://www.webmd.com/hiv-aids/human-immunodeficiency-virus-hiv-test
Immune system 101. (2011, August 22). Retrieved from http://aids.gov/hiv-aids-basics/just-diagnosed-with-hiv-aids/hiv-in-your-body/immune-system-101/
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A Blanket of Knowledge - Project Rubric
Teacher Name: __Ms. Lopez__________________ Student Name: ____________________________
CATEGORY 10 8 5 2
Graphics - Relevance
All graphics/pictures are related to the topic and or are used to make the topic easier to understand.
All graphics/pictures are related to the topic and most make it easier to understand. A few pictures are irrelevant to the topic.
About half of the graphics/pictures are not related to the topic.
Most graphics/pictures do not relate to the topic.
Content - Accuracy At least 4 accurate facts are displayed on the square.
3 accurate facts are displayed on the square.
2 accurate facts are displayed on the square.
1 accurate fact is displayed on the square.
Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the square.
Student can accurately answer most questions related to facts in the poster and processes used to create the square.
Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the square.
Student appears to have insufficient knowledge about the facts or processes used in the square.
Title Title is easily seen. Title is present but too small to be seen or is too difficult to be found.
No title
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Attractiveness The square is exceptionally attractive in terms of design, layout, and neatness.
The square is attractive in terms of design, layout and neatness.
The square is acceptably attractive though it may be a bit messy.
The square is distractingly messy or very poorly designed. It is not attractive.
Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others.
Used time well during each class period. Usually focused on getting the project done and never distracted others.
Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.
Did not use class time to focus on the project OR often distracted others.