Unit One
We are introduced to Sue Smith, the eighteen-year-old daughter of Mr. and Mrs. Smith. Sue is a college freshman who is presenting symptoms of an unknown infectious disease which students eventually identify as bacterial meningitis. Sue survives the infection but is left with hearing impairment. Through this case, you will explore the diagnostic process used to identify an unknown infection, the use of antibiotics as a treatment, how bacteria develop antibiotic resistance, how hearing impairment is assessed and treated, and how vaccinations are developed and used to prevent infection.
We are introduced to Sue Smith, the eighteen-year-old daughter of Mr. and Mrs. Smith. Sue is a college freshman who is presenting symptoms of an unknown infectious disease which students eventually identify as bacterial meningitis. Sue survives the infection but is left with hearing impairment. Through this case, you will explore the diagnostic process used to identify an unknown infection, the use of antibiotics as a treatment, how bacteria develop antibiotic resistance, how hearing impairment is assessed and treated, and how vaccinations are developed and used to prevent infection.
STANDARDS Covered in Unit 1:Indicator #1: How to fight infection
Webb’s Leveling Standard and Examples
Recall MI 1.1 List medical interventions to create a classroom display.
Recall MI 1.2 Group common medical interventions into categories.
Recall MI 1.3 Draw and label a diagram of a bacterial cell.
Recall MI 1.4 Research the method of action for different classes of antibiotics.
Recall MI 1.5 Trace the pathway of sound.
Recall MI 1.6 Match up audiograms with their corresponding patients with hearing loss.
Skill/Concept MI 1.7 Maintain case notes of an outbreak investigation.
Skill/Concept MI 1.8 Create a graphic organizer displaying connections between individuals in a disease outbreak.
Skill/Concept MI 1.9 Use publically available molecular databases to search for DNA sequences and identify pathogens.
Skill/Concept MI 1.10 Compute serial dilutions and calculate resultant concentrations.
Skill/Concept MI 1.11 Use proper laboratory techniques to “mate” a streptomycin resistant strain of E. coli with an ampicillin resistant strain of E. coli.
Skill/Concept MI 1.12 Perform several simple hearing tests.
Strategic Thinking MI 1.13 Build a model or draw a diagram that illustrates how ELISA can be used to detect disease.
Strategic Thinking MI 1.14 Perform ELISA testing to determine the concentration of infectious bacteria in simulated body fluids and identify infected patients.
Strategic Thinking MI 1.15 Write a report summarizing the multi-step process followed to investigate an outbreak of bacterial meningitis.
Strategic Thinking MI 1.16 Create a 3-D model of the structures of the ear.
Strategic Thinking MI 1.17 Give a short presentation to describe the type of hearing loss experienced by a patient.
Strategic Thinking MI 1.18 Demonstrate hearing loss on the model of the ear.
Strategic Thinking MI 1.19 Recommend the most appropriate type of intervention for a patient with hearing loss.
Strategic Thinking MI 1.20 Interview people from different generations about their vaccination history and organize findings in a graphic
organizer.
Strategic Thinking MI 1.21 Engineer a paper plasmid to include the genetic code necessary to produce a vaccine.
Extended Thinking MI 1.22 Design and construct a 3-D model that demonstrates one of the pathways through which bacterial cells transfer genes.
Extended Thinking MI 1.23 Use a model to simulate the effects of antibiotics on the population of bacteria during an infection.
Extended Thinking MI 1.24 Write a letter from the opposing perspectives of an adult deaf person expressing his or her reasons for choosing to get a cochlear implant versus an adult deaf person expressing his or her reasons for choosing not to get a cochlear implant.
Extended Thinking MI 1.25 Assume the role of an epidemiologist and complete four tasks to showcase their skills as a professional.
Webb’s Leveling Standard and Examples
Recall MI 1.1 List medical interventions to create a classroom display.
Recall MI 1.2 Group common medical interventions into categories.
Recall MI 1.3 Draw and label a diagram of a bacterial cell.
Recall MI 1.4 Research the method of action for different classes of antibiotics.
Recall MI 1.5 Trace the pathway of sound.
Recall MI 1.6 Match up audiograms with their corresponding patients with hearing loss.
Skill/Concept MI 1.7 Maintain case notes of an outbreak investigation.
Skill/Concept MI 1.8 Create a graphic organizer displaying connections between individuals in a disease outbreak.
Skill/Concept MI 1.9 Use publically available molecular databases to search for DNA sequences and identify pathogens.
Skill/Concept MI 1.10 Compute serial dilutions and calculate resultant concentrations.
Skill/Concept MI 1.11 Use proper laboratory techniques to “mate” a streptomycin resistant strain of E. coli with an ampicillin resistant strain of E. coli.
Skill/Concept MI 1.12 Perform several simple hearing tests.
Strategic Thinking MI 1.13 Build a model or draw a diagram that illustrates how ELISA can be used to detect disease.
Strategic Thinking MI 1.14 Perform ELISA testing to determine the concentration of infectious bacteria in simulated body fluids and identify infected patients.
Strategic Thinking MI 1.15 Write a report summarizing the multi-step process followed to investigate an outbreak of bacterial meningitis.
Strategic Thinking MI 1.16 Create a 3-D model of the structures of the ear.
Strategic Thinking MI 1.17 Give a short presentation to describe the type of hearing loss experienced by a patient.
Strategic Thinking MI 1.18 Demonstrate hearing loss on the model of the ear.
Strategic Thinking MI 1.19 Recommend the most appropriate type of intervention for a patient with hearing loss.
Strategic Thinking MI 1.20 Interview people from different generations about their vaccination history and organize findings in a graphic
organizer.
Strategic Thinking MI 1.21 Engineer a paper plasmid to include the genetic code necessary to produce a vaccine.
Extended Thinking MI 1.22 Design and construct a 3-D model that demonstrates one of the pathways through which bacterial cells transfer genes.
Extended Thinking MI 1.23 Use a model to simulate the effects of antibiotics on the population of bacteria during an infection.
Extended Thinking MI 1.24 Write a letter from the opposing perspectives of an adult deaf person expressing his or her reasons for choosing to get a cochlear implant versus an adult deaf person expressing his or her reasons for choosing not to get a cochlear implant.
Extended Thinking MI 1.25 Assume the role of an epidemiologist and complete four tasks to showcase their skills as a professional.
