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Lesson 8.1 – Popular Pathogens
Preface
Pathogens are anything that causes disease. The prevention of some pathogens was studied in Lesson 3.3 Home Sweet Home when biosecurity was discussed. In this unit of study on animal health, pathogens and the types of pathogens that cause livestock producers significant concern will be studied in greater depth.
Diseases have many causes and come in many forms. Some diseases are very mild and animals recover easily on their own. Others are far more serious and can lead to death. Producers strive to limit diseases and exposure to disease causing agents to maintain the health of their animals and to maximize profits. Diseases are commonly classified into three categories: infectious, contagious, and non-infectious. Contagious diseases are infectious, but not all infectious diseases are contagious. Diseases can be spread through both direct contact and indirect contact.
The five infectious disease-causing agents discussed in this lesson, some of which are contagious, include bacteria, viruses, fungi, protozoa, and prions. It is important to remember and to remind students that many bacteria, fungi, and protozoa are beneficial and necessary to life processes.
In order to begin to make connections between animal health and human health, students will simulate the transmission of a contagious disease, observe bacteria, fungi, and protozoa, and research the role of governmental regulatory agencies in protecting public health.
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Animal health is a significant segment of the animal agriculture industry. From nutritional supplements to major pharmaceutical companies, the health and performance of animals is a top priority of animal producers. SAE and career opportunities abound in the study, treatment, and prevention of animal diseases. Below are some SAE activities connected to this lesson:
· Working at a veterinary clinic assisting with vaccinations and preventative care measures
· Researching the bacterial and fungal growth on feedstuffs in storage
· Researching the antibacterial efficacy of common cleaning solutions
· Interning in the sales division of a pharmaceutical company
For more information regarding opportunities related to Supervised Agricultural Experience, view the webpage at the following URL: http://www.ffa.org/index.cfm?method=c_programs.SAE.
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This lesson will provide conceptual and procedural knowledge required for participation in the following FFA activities:
· Agricultural Proficiencies
o Agricultural Sales
o Agricultural Services
o Emerging Agricultural Technology
o Food Science and Technology
o Veterinary Medicine Proficiency
· Agriscience Fair
· Food Science Career Development Event
· Dairy Foods Career Development Event
For more information about the National FFA Organization, review the following URL: http://www.ffa.org/.
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LifeKnowledge® Precept B2 – “Interact and work with others” and Precept M3 – “Makes effective business presentations” are addressed in Activity 8.1.3 I’m in Charge Here! Students work in teams to educate the class on a government regulatory agency and persuade the group as to why they should be in charge.
A variation of “Little Professor” E-Moment® is incorporated in Activity 8.1.3 I’m in Charge Here! as students instruct their classmates on the role of a regulatory agency. For more about LifeKnowledge® and E-Moments® review the information found at the following URL: http://www.ffa.org/ageducators/lifeknowledge/index.html.
1. Diseases are transmitted in a variety of ways.
2. Infectious disease agents can be spread by vectors and fomites.
3. Infectious diseases are caused by bacteria, viruses, fungi, protozoa, and prions.
4. Animal health management results in limiting disease and maximizing production.
Standards and Benchmarks Addressed
AFNR Career Cluster – Animal Systems Career Pathway Content Standards
Lesson 8.1 will address parts of the following performance elements:
AS.03. Performance Element: Provide for the proper health care of animals.
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes:
· Evidence, models, and explanation
· Constancy, change, and measurement
Science as Inquiry – Content Standard A: As a result of their activities in grades 9-12, all students should develop understanding of
· Abilities necessary to do scientific inquiry
· Understandings about scientific inquiry
Life Science – Content Standard C: As a result of their activities in grades 9-12, all students should develop understanding of
· Interdependence of organisms
· Behavior of organisms
Science in Personal and Social Perspectives – Content Standard F: As a result of their activities in grades 9-12, all students should develop understanding of
· Personal and community health
Principles and Standards for School Mathematics
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Number and Operations |
Instructional programs from pre-kindergarten through grade 12 should enable all students to compute fluently and make reasonable estimates. |
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Data Analysis and Probability |
Instructional programs from pre-kindergarten through grade 12 should enable all students to · formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. |
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· develop and evaluate inferences and predictions that are based on data. |
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Problem Solving |
Instructional programs from pre-kindergarten through grade 12 should enable all students to solve problems that arise in mathematics and in other contexts. |
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Reasoning and Proof |
Instructional programs from pre-kindergarten through grade 12 should enable all students to make and investigate mathematical conjectures. |
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Connections |
Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and apply mathematics in contexts outside of mathematics. |
Standards for the English Language Arts
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Standard 7 |
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. |
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Standard 8 |
Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. |
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Standard 12 |
Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). |
It is expected that students will
· Define the differences of infectious, contagious, and non-infectious diseases.
· Simulate the spread of a contagious disease and trace the route the disease takes through a population.
· Identify and sketch bacteria, mold, and protozoa from prepared slides.
· Research governmental regulatory agencies and identify primary purposes and responsibilities each agency has regarding disease prevention and control.
· Argue the role of a regulatory agency in a disease-outbreak scenario.
Critical Thinking and Application Extensions
Application
1. Students will develop a table of common diseases for the animal they are researching for their Producer’s Management Guide and identify the cause of each disease with a column to record preventive measures and treatments.
Perspective
2. Students will watch the movie, Outbreak, and record the names and types of diseases discussed, the transmission route, and the measures taken to stop the spread of the Motaba virus. After the video, students will write a one-page essay discussing the effects on agriculture a quarantine may have.
1. What is a pathogen?
2. What is a disease?
3. How do you distinguish between an infectious disease, a contagious disease, and a noninfectious disease?
4. How are diseases transmitted?
5. What causes diseases?
6. What are the differences in bacteria, viruses, fungi, protozoa, and prions?
7. What are the three shapes of bacteria?
8. What is a regulatory agency?
9. How does a regulatory agency limit and control the spread of disease?
10. What is quarantine?
11. Who enforces quarantines?
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APHIS Animal and Plant Health Inspection Service |
Bacteria (Singular Bacterium) Single-celled microorganisms; some cause human, animal, or plant diseases; others are beneficial. |
Bateriophage A virus like, bacteria-destroying agent that can propagate itself only in the presence of young, active, susceptible bacteria. |
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Carrier Animal or person in apparently good health who harbors pathogenic microorganisms. |
CDC Center for Disease Control. |
Contagion Spread of disease by direct or indirect contact. |
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Contagious disease A disease transmitted or spread from animal to animal, person to person, or from plant to plant, by direct or indirect contact with the diseased plant or animal. |
CPSC Consumer Product Safety Commission. |
Disease Any deviation from a normal state of health in plants, animals, or people, which temporarily impairs vital functions. It may be caused by viruses, pathogenic bacteria, parasites, poor nutrition, congenital or inherent deficiencies, unfavorable environment, or any combination of these. |
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EPA Environmental Protection Agency. |
Eukaryote A cell that contains a nucleus and membrane-bound organelles. |
FDA Food and Drug Administration. |
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Fomite Substance other than food that may harbor or transmit a disease. |
Foot-and-Mouth Disease An acute, highly communicable disease of cloven-footed animals caused by pus formation on the soft tissues between the toes. It occurs especially in wet ground in sheep and cattle. |
FSIS Food Safety and Inspection Service. |
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Fungus (Singular Fungi) A lower order of plant organisms, excluding bacteria, which contains no chlorophyll, has no vascular system, and is not differentiated into roots, stems, or leaves. Fungi are familiar as molds, rusts, smuts, rots, and mushrooms. |
Host Any organism, plant or animal, in or upon which another spends part or all of its existence, and from which it derives nourishment or protection. |
Infection Invasion of the tissues of the body of a host be disease-producing organisms in such a way that injury results; the presence of multiplying parasites, bacteria, viruses, etc., within the body of a host. |
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Infectious disease A disease caused by bacteria, protozoa, viruses, or fungi entering the body. It is not necessarily contagious or spread by contact. |
Mold Fungi distinguished by the formation of a mycelium (a network of filaments or threads). |
Noninfectious disease A disease that cannot be transmitted from one animal to another. |
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OSHA Occupational Safety and Health Administration. |
Pathogen In the general sense, anything capable of causing disease, but when referred to by most veterinarians and physicians it signifies a living, microscopic, disease-producing agent such as a bacteria or virus. |
Prion Abnormal form of protein that clumps together inside a cell. |
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Prokaryote A unicellular organism that lacks a nucleus and membrane-bound organelles. |
Protozoa (Singular Protozoan) A group of one-celled organisms that generally do not contain chlorophyll, including amoebae, paramecia, flagellates, and certain spore-forming organisms, sometimes classified as one-celled animals. |
Quarantine A regulation under police power for the exclusion or isolation of animal and plant pests or diseases and insects: a) the isolation of an animal sick with a contagious disease; b) a place where the sick are detained away from other animals until the danger of spread of a contagious disease has disappeared. |
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Regulatory To control or direct by a rule, principle, method, etc. |
Systemic Pertaining to the body as a whole and not confined to one organ or part of the body, as a systemic infection. |
USDA United States Department of Agriculture. |
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Vector Any agent such as an insect or animal that transmits, carries, or spreads a disease from one plant or animal to another. |
Verdant Green with vegetation; covered with growing plants or grass. |
Virus A self-reproducing agent that is considerably smaller than a bacterium and can multiply only within the living cells of a suitable host. Most viruses are too small to be seen with the aid of the ordinary microscope. |
Day-to-Day Plans
Time: 6 days
The teacher should refer to the Teacher Resources section for specific information on teaching this lesson; in particular Lesson 8.1 Teacher Notes, Animal Glossary in Word® format, and other support materials.
Day 1:
· The teacher will present Concepts, Performance Objectives, Key Terms, and Essential Questions in order to provide a lesson overview.
· The teacher will provide students Presentation Notes pages to be used throughout the lesson to record notes and reflections. These pages are to be added to the Agriscience Notebook.
· The teacher will present PowerPoint® What is a disease?
· Students will take notes using the Presentation Notes pages provided by the teacher.
Day 2:
· The teacher will provide students with a copy of Activity 8.1.1 Who was infected first?
· The teacher will review safety precautions and laboratory procedures.
· Students will complete Activity 8.1.1 Who was infected first?
· The teacher will assess student work using Activity 8.1.1 Answer Key.
Day 3:
· The teacher will present PowerPoint® Infectious Disease Causing Agents.
· Students will take notes using the Presentation Notes pages provided by the teacher.
· The teacher will provide students with a copy of Activity 8.1.2 Rounds, Rods, and Spirals.
· Students will work in pairs to complete Activity 8.1.2 Rounds, Rods, and Spirals.
Day 4 – 5:
· The teacher will provide students with a copy of Activity 8.1.3 I’m in Charge Here!
· The teacher will divide students into teams of three.
· Students will work in teams of three to complete Activity 8.1.3 I’m in Charge Here!
Day 6:
· Students will present their team results from Activity 8.1.3 I’m in Charge Here! to the class.
· The teacher will assess student presentations using Activity 8.1.3 Presentation Rubric.
· The teacher will provide students a copy of Lesson 8.1 Check for Understanding.
· Students will complete Lesson 8.1 Check for Understanding.
· The teacher will assess Lesson 8.1 Check for Understanding using Lesson 8.1 Check for Understanding Answer Key.
Instructional Resources
Items in this section are linked to Microsoft Word® and PowerPoint® allowing teachers to edit materials as needed. On this web-based sample, the links are not available.
PowerPoint® Presentations
What is a disease?
Infectious Disease Causing Agents
Student Support Documents
Presentation Notes
Activity 8.1.1 Who was infected first?
Activity 8.1.2 Rounds, Rods, and Spirals
Activity 8.1.3 I’m in Charge Here!
Lesson 8.1 Teacher Notes
Lesson 8.1 Check for Understanding
Answer Keys and Assessment Rubrics
Activity 8.1.1 Answer Key
Activity 8.1.3 Presentation Rubric
Lesson 8.1 Check for Understanding Answer Key
Reference Sources
Ensminger, M.E. (1991). Animal science. Danville, IL: Interstate Publishers, Inc.
Feldkamp, S. (Ed.). (2002). Modern biology. Austin, TX: Holt, Rinehart, and Winston.
Herren, R. V., & Donahue, R. L. (2000). Delmar’s agriscience dictionary with searchable CD-ROM. Albany, NY: Delmar.
Herren, R.V. (2007). The science of animal agriculture (3rd ed.). Clifton Park, NY: Delmar.
Lawhead, J., & Baker, M. (2005). Introduction to veterinary science. Clifton Park , NY: Delmar.