Year 11 Biology Infectious Disease
Unit Plan
Australian curriculum/ SACE Link: @SACE 2019 LENGTH: 6 weeks
Infectious disease differs from other diseases.
Infectious diseases can cause widespread health issues for local, national, and/or global populations
Epidemics and Pandemics
Examples of disease control include:
Controlling the carriers (e.g. fleas, mosquitoes)
Killing the pathogen (e.g. antibiotics, antiseptics)
Quarantining carriers of the disease
The immune response.
Pathogens have adaptations that facilitate their entry into cells and tissues and hosts
The human immune system protects the body against disease by:
Physical barriers
Innate (non-specific) immune response
The adaptive (acquired) immune response.
The different responses work together to neutralise or prevent entry of pathogens.
Describe the function of the various physical barriers that exist to prevent the entry of pathogens.
Strand and Sub-Strands
Science Understanding X Biological Sciences Chemical Sciences Earth and Space Sciences Physical Science
Science as human
Endeavour Nature and
X Use and Influence
development of
of Science
Science
Science Inquiry skills X Questioning and X Planning and X Processing data and X Evaluating X Communication
Predicting Conducing Information
CONTENT DESCRIPTIONS:
SCIENCE UNDERSTANDING
Infectious disease differs from other diseases.
Infectious diseases can cause widespread health issues for local, national, and/or global populations.
Epidemics and Pandemics
Examples of disease control include:
Controlling the carriers (e.g. fleas, mosquitoes)
Killing the pathogen (e.g. antibiotics, antiseptics)
Quarantining carriers of the disease
The immune response.
Pathogens have adaptations that facilitate their entry into cells and tissues and hosts
The human immune system protects the body against disease by:
Physical barriers
Innate (non-specific) immune response
The adaptive (acquired) immune response.
The different responses work together to neutralise or prevent entry of pathogens.
Describe the function of the various physical barriers that exist to prevent the entry of pathogens.
SCIENCE AS A HUMAN ENDEAVOUR
Communication and Collaboration
Science is a global enterprise that relies on clear communication, international conventions, and review and verification of results.
Collaboration between scientists, governments, and other agencies is often required in scientific research and enterprise.
Development
Development of complex scientific models and/or theories often requires a wide range of evidence from many sources and across
disciplines.
New technologies improve the efficiency of scientific procedures and data collection and analysis. This can reveal new evidence
that may modify or replace models, theories, and processes.
Influence
Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology,
engineering, and mathematics.
The acceptance and use of scientific knowledge can be influenced by social, economic, cultural, and ethical considerations.
Application and Limitation
Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for
sustainability, evaluate economic, social, cultural, and environmental impacts, offer valid explanations, and make reliable
predictions.
The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and
evaluation of risk, and provides opportunities for innovation.
Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables
or insufficient data that may limit possible conclusions.
SCIENCE INQUIRY SKILLS
Identifying, researching and constructing questions for investigation; proposing hypotheses; and predicting possible outcomes
Designing investigations, including the procedure/s to be followed, the materials required and the type and amount of primary
and/or secondary data to be collected; conducting risk assessments; and considering ethical research
Conducting investigations, including using equipment and techniques safely, competently and methodically for the collection of
valid and reliable data
Representing data in meaningful and useful ways; organising and analysing data to identify trends, patterns and relationships;
recognising error, uncertainty and limitations in data; and selecting, synthesising and using evidence to construct and justify
conclusions
Interpreting scientific and media texts and evaluating processes, claims and conclusions by considering the quality of available
evidence; and using reasoning to construct scientific arguments
Selecting, constructing and using appropriate representations to communicate understanding, solve problems and make
predictions
Communicating to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes.
PERFORMANCE STANDARDS
The performance standards describe five levels of achievement, A to E.
Each level of achievement describes the knowledge, skills and understanding that teachers refer to in deciding how well students have demonstrated their
learning on the basis of the evidence provided.
During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.
At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student’s learning by:
• referring to the performance standards
• taking into account the weighting of each assessment type
• assigning a subject grade between A and E.
GENERAL CAPABILITIES: (L) Literacy (N) Numeracy (P) Personal & Social Capability (ICT) ICT
(IU) Intercultural Understanding (E) Ethical Behaviour (CC) Critical & Creative Thinking (H) HOTS
CROSS-CURRICULUM
Sustainability Asia and Australia’s engagement with Asia Aboriginal/Torres Strait Islander histories & Cultures
PRIORITIES:
Term 3 SCIENCE UNDERSTANDING ACTIVITIES RESOURCES SUMMATIVE
TASKS
Week 1 Infectious disease: Disease transmission A brief quiz on previous
How do we become infected by a pathogen? lesson on different Books: SACE 1 Australian curriculum
Biology Essentials Education
Human
Lesson 1, Describe the methods by which pathogens may be pathogens
Lesson 2 transmitted between hosts, such as: Endeavour
Chapters 2.1, 2.2,2.3, 2.4,2.5 & 2.6
& Lesson o Air Introductory prior Task on the
3 o Dust knowledge activity on
o Direct contact Disease transmission Smart Board, Student laptops, Topic Covid-
o Faeces Teacher laptops 19 Pandemic
o Food Watching Video on Disease Library Resources
o Animals transmission SHE Task
Infectious disease: Epidemics &Pandemics Internet Resources:-
Infectious diseases can cause widespread health issues for Watching TED-Education YouTube Videos
local, national, and/or global populations. Video on how Pandemic PowerPoint slides
Investigate the disease outbreaks Spread Educational websites
Describe the interrelated factors that can determine An online activity on the YouTube Video on Disease
the spread of infectious disease, including: timeline of emerging transmission:
o persistence of the pathogen within hosts disease https://www.youtube.com/watch?v=
o the transmission mechanism Jigsaw learning strategy to LBkXQ_mBO3Q
o the proportion of the population that is learn more about 3
immune or has been immunised epidemic or pandemic TED-Education video on how
o mobility of individuals of the affected diseases pandemic spread
population. Kahoot Quiz on Disease https://www.youtube.com/watch?v=
Week 2 Infectious disease: Epidemics &Pandemics transmission UG8YbNbdaco
Disease control
Lesson 4, o Discuss the ethics of controlling the spread of Formative test worksheets Time line of Infectious diseases:
Lesson 5 disease http://infectiousdiseases.edc.org/c
& Lesson o Evaluate strategies to control the spread of Think, Pair and Share ontent/timeline-emerging-diseases-
6 diseases activity to identify 1?view=teacher&node=20
o Discuss the examples of disease control different defense
measures mechanism Stated clearly Video on where do
• controlling the carriers (e.g. fleas,
mosquitoes) Creating a Summary slide new virus come from
• killing the pathogen (e.g. antibiotics, activity https://www.youtube.com/watch?ti
antiseptics) A revision quiz on Disease me_continue=4&v=NJLXdsO1GBI&f
• quarantining carriers of the disease control-Quizlet eature=emb_logo
• the immune response.
Think, Pair and Share Video on the effect of Climate
activity to identify entry change on the spread of infectious
points of pathogens disease
https://www.youtube.com/watch?v=
Revision quiz: Quizlet flash e4g0On5X1eM
cards
Week 3 The Human Immune System: Physical Barriers, Innate and Climate change and the spread of
Adaptive (Acquired) Covid-19
Lesson 7 How do pathogens cause disease? https://www.youtube.com/watch?v=
& Lesson Pathogens have adaptations that facilitate qp5CEcIyk94&feature=emb_logo
8 their entry into cells and tissues and hosts. Activity Sheet 1: Cycle of
o Describe how pathogens and host cells Bacterial and Viral Kahoot Quiz on disease
recognise each other. infection transmission:
o Explain that some pathogens enter cells to https://play.kahoot.it/v2/?quizId=3
survive and reproduce. Activity sheet 2: Traffic 4c09172-06a6-439d-932f-
o Describe the basic concept of molecular light vocabulary 0f946a458bb0
recognition (e.g. pathogens binding to cellular
receptors). Flash cards- Quizlet:
o Explain that some pathogens must enter cells Activity 3: Research https://quizlet.com/au/500917165/
to ensure their survival, replication, and to Activity disease-control-flash-cards/
evade the immune system.
Distinguish between self vs non-self (foreign) Video task activity YouTube video on Biofilms-Human
antigens, after defining the concept of an antigen defense systems
The human immune system protects the body against Research activity to https://www.youtube.com/watch?t
disease by: identify why vaccinations ime_continue=352&v=lpI4WCM_9p
o physical barriers are important M&feature=emb_logo
o innate (non-specific) immune response
o the adaptive (acquired) immune response. Revision quiz: Quizlet flash cards
The immune system has many interdependent parts, https://quizlet.com/au/310798275
that work together to ensure pathogens do not cause /adaptations-of-pathogens-flash-
disease. cards/
Describe the function of the various physical barriers
that exist to prevent the entry of pathogens. Research Activity Link:
Describe the function of the components of the https://www.britannica.com/scienc
innate (non-specific) immune system include: e/AZT
o complement system
o inflammatory response You Tube video on How vaccination
o phagocytes works
o natural Killer Cells. https://www.youtube.com/watch?v=
Describe the function of the components of the -muIoWofsCE
adaptive (acquired) immune response include:
o B-lymphocytes Research article link:
o T-lymphocytes https://www.who.int/bulletin/volum
o antibodies es/86/2/07-040089/en/
o memory cells
o secondary lymphoid organs
Week 4 Vaccinations & treatments (biotechnology)
Structuring a SHE report, SHE key concepts
Lesson 9,
Exposure to an antigen is required for acquired
Lesson 10 Create a summary slide
immunity. This may be acquired through passive or
& Lesson activity
active processes.
11
Passive immunity may be acquired from maternal Traffic light activity
antibodies or antibody serum injection. sheet – a vocabulary
Active immunity may be acquired through natural activity
exposure to a pathogen or through vaccination.
o Compare passive and active immunity and the Create a quiz on Immune
science behind vaccinations. system activity
o Discuss the reason why vaccinations are
critical for disease control and extinction
Week 5 SHE Report Draft
Week 6 SHE Report Due
Critical and creative thinking
In this subject students extend and apply critical and creative thinking by:
analysing and interpreting problems from different perspectives
deconstructing a problem to determine the most appropriate method for investigation
constructing, reviewing, and revising hypotheses to design investigations
interpreting and evaluating data and procedures to develop logical conclusions
analysing interpretations and claims, for validity and reliability
devising imaginative solutions and making reasonable predictions
envisaging consequences and speculating on possible outcomes
recognising the significance of creative thinking on the development of biological knowledge and applications.
Literacy
In this subject students extend and apply their literacy capability by:
interpreting the work of scientists across disciplines, using biological knowledge
critically analysing and evaluating primary and secondary data
extracting biological information presented in a variety of modes
using a range of communication formats to express ideas logically and fluently, incorporating the terminology and conventions of biology
synthesising evidence-based arguments
communicating appropriately for specific purposes and audiences.
Numeracy
In this subject students extend and apply their numeracy capability by:
solving problems using calculations and critical thinking skills
measuring with appropriate instruments
recording, collating, representing, and analysing primary data
accessing and interpreting secondary data
identifying and interpreting trends and relationships
calculating and predicting values by manipulating data and using appropriate scientific conventions
