Lesson Plan
Prepared for:
GK-12: Down to Earth Science
Prepared by:
Jason Pichard, and Kimia Seyedmadani
Date: 12/20/2011
Lesson: Mortal Kombat
Table of Contents:
ABSTRACT: ............................................................................................................................................................. 3
Mortal Kombat: The Battle of Cyrax vs. Subzero .......................................................................................................3
EDUCATIONAL STANDARDS: ........................................................................................................................ 6
NATIONAL SCIENCE EDUCATION STANDARDS ........................................................................................... 6
ARIZONA STATE STANDARDS ................................................................................................................................ 6
Seventh Grade ............................................................................................................................................................................6
Eighth Grade ..............................................................................................................................................................................7
BACKGROUND: .................................................................................................................................................... 8
MATERIALS: .......................................................................................................................................................... 9
DURATION: ............................................................................................................................................................. 9
PROCEDURE: ......................................................................................................................................................... 9
LESSON 1: INTRODUCTION TO DISEASE AND MEDICATION (BACKGROUNDVOCABULARY) ..................................................................................................................................................... 9
LESSON 1- ARIZONA STATE STANDARD: .................................................................................................................... 10
LESSON 2: EPIDEMIOLOGY TOOLS ........................................................................................................ 11
ARIZONA STANDARDS: ..................................................................................................................................................... 11
LESSON 3: MAPPING DATA AND DATA ANALYSIS .......................................................................... 13
LESSON 3- ARIZONA STATE STANDARD: .................................................................................................................... 13
LESSON 4: ENGINEERING GRAND CHALLENGE DESIGN OF A BETTER MEDICINE ...... 14
LESSON 4: ARIZONA STANDARDS:................................................................................................................................ 14
APPENDIX A: MODEL OF EPIDEMIC DISTRIBUTION ..................................................................... 17
SUSCEPTIBLE (S), HEALTHY INDIVIDUAL (I) AND THE REMOVED (R) ............................................................... 17
APPENDIX B: SUGGESTIONS FOR BACKGROUND INFORMATION.......................................... 19
LESSON 1- ARIZONA STATE STANDARD: .................................................................................................................... 20
APPENDIX C: HANDOUTS FOR MATERIAL ......................................................................................... 22
RULES OF ENGAGEMENT FOR DISEASE “CYRAX”..................................................................................................... 22
RULES OF ENGAGEMENT FOR MUTATED- DISEASE “ M-CYRAX” ...................................................................... 23
RULES OF ENGAGEMENT FOR ANTI-BIOTIC “SUB-ZERO” ...................................................................................... 24
DATA COLLECTION FORM: ............................................................................................................................................... 25
MAP OF LOCATION: ............................................................................................................................................................ 26
Wills Jr.High, Chandler AZ. ............................................................................................................................................ 26
MORTAL KOMBAT EPIDEMIC SIMULATION VOCABULARY .................................................................................. 27
TEACHER INSTRUCTIONS FOR EPIDEMIC SIMULATION .......................................................................................... 27
CROSS-LINK CONCEPT EPIDEMIOLOGY TOOLS ........................................................................................................ 28
APPENDIX D: WORM UPS ............................................................................................................................. 29
APPENDIX E: USEFUL LINKS AND VIDEOS: ........................................................................................ 30
VIDEO LINK: ........................................................................................................................................................................ 30
APPENDIX F: PRE- POST ASSESSMENT DOCUMENTS .............................................................................................. 31
Pre Assessment ....................................................................................................................................................................... 31
DISEASE AND MEDICINE TRADING CARDS ........................................................................................ 35
MORTAL KOMBAT EPIDEMIC SIMULATION CONCLUSION .................................................................................... 40
2
Abstract:
Mortal Kombat: The Battle of Cyrax vs. Subzero
NOTE: This lesson was adapted from Amy W. Farnbach’s original work titled “ Yellow Dot
Epidemic Lesson Plan”
http://gk12.asu.edu/Lessons/Life_Science/Epidemic%20Final/Epidemic_Final.doc
Keywords: Epidemic, Pandemic, Disease, Nano-scale, Medicine, and Outbreak
It’s a Monday morning. One of the school’s science teachers stumbles and mumbles
through the central area of campus as students gather before the school day begins. He coughs
and sneezes uncontrollably. Yellow dots appear all over his body (stuck to him by other teachers
in on the gag). Eventually he collapses as a concerned crowd of students and faculty gather
around him. Several of the onlookers yell out for help. Suddenly, two crazed emergency
medical responders (two other teachers dressed in silly doctor outfits) rush to the fallen teacher’s
aid. They lift the delirious teacher onto a dolly and wheel him away, screaming, to the school
nurse’s office.
Mortal Kombat simulates an outbreak of a disease epidemic called “Cyrax”. The
following document describes a series of lessons for introducing 7th and 8th grade students to
epidemics, epidemiology, nano-scale, nanotechnology, and the Engineering Grand Challenge of
Designing Better Medicines. This experience allows students to better understand recent and
historic real world outbreaks of E-Coli in Europe, H1N1 flu virus, Listeria, or the 1918 flu
pandemic. Students will employ epidemiological techniques such as mapping the locations of
infected individuals, observing the distribution of the disease, and graphing data collected from
the campus. Mortal Kombat can also help address key misconceptions that students may have.
During their 7th and 8th grade years students participate in units on Genetics and Heredity,
Ecology, and Health. During the Genetics unit, students learn about principles and patterns of
heredity, DNA and its role in protein production, genetic mutations and disorders, Darwin’s
Theory of Evolution by Natural Selection and how the characteristics of species can change over
time, physical and behavioral adaptations, and symbiotic relationships among species. During
the Ecology unit, students learn about food chains and webs, problems associated with
population growth, effects of environmental factors on the survival rates of organisms, and risks
and benefits of human interaction with environments. During the health unit, students examine
how environmental health impacts personal health, the role of culture and economics in the
distribution and utilization of health products, and apply decision making processes to resolve
health issues or problems. The Mortal Kombat epidemic simulation gives students the
opportunity to apply their understanding of the concepts they learned during these units, gain an
understanding and appreciation for the need to engineer better medicines and distribution
systems for those medicines, and the role that nanoscale events and nanotechnology plays in all
of these concepts.
Because this simulation relied on the participation of everyone on campus, several
concerns were addressed prior to implementing the epidemic simulation. First, we described the
simulation to the school’s faculty during a faculty meeting and addressed any questions or
concerns teachers had. Each teacher was also given a large envelope containing all of the
materials they would need for the duration of the simulation. Finally, a formula that predicts the
spread of the epidemic was used to determine how much of each material would be required to
run the simulation. For further detail refer to the Appendices.
3
The actual epidemic simulation occurs over the course of five days. Additional days may
be required prior to implementation of the epidemic simulation if students need to attain prior
knowledge of some of the underlying concepts. Additional days may also be required for
extensions, further analysis, and communication of the results. The timeline for the simulation is
outlined as follows:
Day
1
2
3
4
5
Description
Dramatization on campus of a teacher becoming infected with Cyrax
Explanation of rules to students during their homeroom classes.
Start of the epidemic of Cyrax, represented by yellow wristbands.
Data is collected during homeroom classes
Cyrax Epidemic continues.
Appearance of mutant strain of Cyrax (M-Cyrax), represented by green wristbands.
Data is collected in all homeroom classes
Class discussion of appropriate tracking, mapping, and/or graphing representations
Class discussion of intervention methods, such as antibiotics, quarantine, vaccines,
eradicating infected individuals, etc.
Cyrax and M-Cyrax Epidemic continues.
Data is collected in all homeroom classes
The SubZero Antibiotic is distributed in limited quantities, represented by blue
wristbands.
Students begin tracking the spread of Cyrax and M-Cyrax using maps and graphs.
Students hypothesize where the disease may have begun, where they think it might
spread, and how many individuals may become infected.
Cyrax and M-Cyrax Epidemic continues.
Data is collected in all homeroom classes
Students continue tracking the spread of Cyrax and M-Cyrax using maps of campus and
graphs.
Students track the distribution of the SubZero Antibiotic using maps of campus and
graphs
Last day of Cyrax and M-Cyrax epidemic simulation and data collection.
Students continue tracking the spread of Cyrax and M-Cyrax using maps of campus and
graphs.
Students track the distribution of the SubZero Antibiotic using maps of campus and
graphs
The epidemic simulation was run over the course of five days. All students, teachers,
administrators, and staff on campus were involved. On the first day, one teacher on campus
infected five students in the morning by giving each of them a yellow wristband, representing
infection with the normal strain of Cyrax bacteria. When these students arrived in homeroom,
they reported the infection to their homeroom teacher and the teacher documented it on her
reporting form. Each of the infected students was now considered “contagious” and the
homeroom teacher gave each newly infected student five more yellow wristbands with which to
infect other students and a rules card explaining the rules for participating in the simulation.
Over the course of the next 24 hours these students infected 25 other students, who then reported
the infection to their homeroom teachers, who gave them 5 extra wristbands and rules cards (see
Appendix C for rules cards and reporting forms). The simulation for yellow Cyrax went on like
this for the duration of the simulation. On the second day, a Mutant Cyrax strain (M-Cyrax),
represented by green wristbands, was introduced the same way as the yellow strain. The rules
4
are essentially the same, except that M-Cyrax is antibiotic resistant and cannot be cured by the
Subzero antibiotic.
The Subzero antibiotic was initially distributed on the third day, after having a class
discussion about what intervention methods could be enacted. On the first day of antibiotic
distribution, each of the eight science teachers chose one student to act as a health care provider
to distribute the antibiotic to individuals infected with yellow Cyrax. The students were given
five doses (represented by blue wristbands) and a rules card explaining the rules for distributing
Subzero antibiotic. On the fourth and fifth days of the simulation, antibiotic distribution was
ramped up to 5 students per science teacher and 10 students per science teacher respectively.
Students analyzed the data in a variety of ways. Mapping, graphing, and analysis of the
data began on the third day of the simulation, after reaching consensus as a class on how to do
so. Students broke into teams. Each team was given a section of the campus map and the
reporting forms for that area. Students decided to track the number of new infections each day
on their area of the map. Then all maps were laid out on a large sheet of butcher paper so the
campus as a whole could be viewed. The teams also produced a variety of graphs. Some
students graphed the number of new infections and treatment with antibiotic each day. Some
students graphed the overall number of infected and cured. Others still created circle graphs
showing the percentage of the school population infected with each strain and treated with
antibiotic. These representations were used to interpret the spread of the disease throughout
campus, where the highest concentrations of infections took place, where the infection may have
begun, growth rates of infections, where to distribute antibiotics, and so on.
After the simulation, students were asked to reflect on how successful they were at
combating this epidemic. Students concluded that we still had an epidemic on our campus.
They also discussed the effectiveness of the antibiotic and its distribution and other possible
interventions that were proposed in earlier discussions. At this point, the instructors presented
information about the Engineering Grand Challenge of Engineering Better Medicines. Students
were given information about this challenge in the real world and role that nanotechnology could
play in meeting this challenge. Students were then asked to apply this knowledge and what they
learned from the Mortal Kombat experience by studying a real infectious disease, current
treatment methods for the disease, and propose a possible design for new medicines that work at
the nanoscale that might better treat the disease. Students were asked to communicate this
information in the form of a trading card (see Lesson 3 and Appendix E – Trading Card
Assignment).
Finally, students were asked to communicate their newly acquired knowledge and
experiences to the larger community in the form of a scientific poster. Students broke into eight
teams. Each team was assigned to communicate one of the following topics relating to the
simulation, infectious disease epidemics, nanotechnology, and engineering better medicines.
The topics were: The problem and its implications; a description of the simulation; background
information that educates the reader about the topics; final copies of graphs; final copies of
maps; analysis of the results and what they mean; conclusions which were drawn from the
experience; and the production of a video documenting the simulation. The poster and video
were presented at a school showcase and then put up on display in the school’s media center.
Overall goals for this lesson are to:



Introduce the concepts of epidemic, healthcare, mutation, adaptation, and nanotechnology
Describe the distribution and transmission of microbial and hereditary diseases
Collect and analyze data that simulates the outbreak of an epidemic involving a
mutated and non-mutated pathogen
5




Collect and analyze data that simulates the effect of medication distribution
Understand data processing and tools of epidemiology
Describe epidemic diseases as well as the Engineering Grand Challenge of
“Engineering Better Medicine”
Design possible future medicines
Grade Level: 7th – 8th Note: Although this lesson was originally designed for middle school
standards, the information can be modified for delivery to higher grade level students.
This lesson was designed in order to fulfilled national and Arizona Science Education
standards of 8th and 7th grade science.
Educational Standards:
Standards on this lesson were extrapolated from national 8th grade standards as well as Arizona
education standards.
NATIONAL SCIENCE EDUCATION STANDARDS
Content Standards: 5 – 8
Content Standard A
Abilities necessary to do scientific inquiry; understandings about scientific inquiry
Content Standard C
Populations and ecosystems
Content Standard F
Personal health; populations, resources, and environments; risks and benefits; science
and technology in society
Content Standard G
Science as a human endeavor; nature of science
ARIZONA STATE STANDARDS
Seventh Grade
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a
hypothesis.
PO 3. Explain the role of hypothesis in a scientific inquiry
Concept 2: Scientific Testing (Investigating and Modeling)
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs.
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends
PO 2. Form a logical argument about a correlation between variables or sequence of
events.
PO 3. Analyze results of data collection in order to accept or reject the hypothesis.
PO 4. Determine validity and reliability of results of an investigation.
PO 5. Formulate a conclusion based on data analysis.
PO 6. Refine hypotheses based on results from investigations.
6
PO 7. Formulate new questions based on the results of a previous investigation.
Concept 4: Communication
PO 1. Choose an appropriate graphic representation for collected data.
 Line graph
PO 2. Display data collected from a controlled investigation.
PO 3. Communicate the results of an investigation with appropriate use of qualitative and
quantitative information.
PO 5. Communicate the results and conclusion of the investigation.
Strand 2: History and Nature of Science
Concept 1: History of Science as a Human Endeavor
PO 3: Analyze the impact of a major scientific development occurring within the past
decades
Concept 2: Nature of Scientific Knowledge
PO 1. Describe how science is an ongoing process that changes in response to new
information and discoveries.
PO 2. Describe how scientific knowledge is subject to change as new information and/or
technology challenges prevailing theories.
PO 3: Apply the following scientific processes to other problem solving
 Predicting
 Organizing data
 Measuring
 Classifying
Strand 3: Science in Personal and Social Perspectives
Concept 2: Science and Technology in Society
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
Strand 4: Life Science
Concept 3: Populations of Organisms in an Ecosystem
PO 3. Analyze the interactions of living organisms with their ecosystems: limiting
factors, carrying capacity.
PO 4. Evaluate data related to problems associated with population growth and the
possible solutions.
Eighth Grade
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a
hypothesis.
PO 2. Use appropriate research information, not limited to a single source, to use in the
development of a testable hypothesis.
PO 3. Generate a hypothesis that can be tested.
Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Design a controlled investigation to support or reject a hypothesis.
PO 3. Conduct a controlled investigation to support or reject a hypothesis.
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs.
7
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends.
PO 2. Form a logical argument about a correlation between variables or sequence of
events.
PO 4. Formulate a future investigation based on the data collected.
PO 5. Explain how evidence supports the validity and reliability of a conclusion.
PO 6. Identify the potential investigational error that may occur.
PO 8. Formulate new questions based on the results of a previous investigation.
Concept 4: Communication
PO 1. Communicate the results of an investigation.
PO 2. Choose an appropriate graphic representation for collected data.
PO 3. Present analyses and conclusions in clear, concise formats.
PO 5. Communicate the results and conclusion of the investigation.
Strand 2: History and Nature of Science
Concept 1: History of Science as a Human Endeavor
PO 3: Evaluate the impact of a major scientific development occurring within the past
decade.
Concept 2: Nature of Scientific Knowledge
PO 3. Defend the principle that accurate record keeping, openness, and replication are
essential for maintaining an investigator’s credibility with other scientists and society.
PO 4. Explain why scientific claims may be questionable if based on very small samples
of data, biased samples, or samples for which there was no control.
Strand 3: Science in Personal and Social Perspectives
Concept 2: Science and Technology in Society
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
Strand 4: Life Science
Concept 4: Diversity, Adaptation, and Behavior Mutation
PO 2. Describe how an organism can maintain a stable internal environment while living
in a constantly changing external environment.
PO 3. Determine characteristics of organisms that could change over several generations.
PO 4. Compare the symbiotic and competitive relationships in organisms within an
ecosystem.
Background:
This lesson focuses on implementing “the yellow dot epidemic” by Franbach, which is
designed to replicate a real time distribution of an epidemic thought a class. In this lesson not
only the simulated virus “Cyrax” distribution will be model also “Sub-Zero” designed
medication effect on the disease is also under the study. One of the concepts that 8th grade
science students will study is mutation. In this lesson mutation version of the Cyrax also will be
distributed.
Direction on distribution of diseases, medicine and mutation trends were determined via
epidemiological mathematical models and prediction methods used by Center for Disease
Control (Appendix A). This study allowed exploring information on human- to human
transmitted diseases such as flu and E-coli. It is important to look at the actual and perceived risk
8
factors and costs between infected and susceptible individual. This background information and
simulations will allow student to gain awareness about those outbreaks.
More suggestions on background information were suggested in the Appendix B.
Materials:
Color wristband equal or less than a number of students attending in the simulation
(Will’s Junior High n=1142 school population).
Name:
Cyrax
M-Cyrax
Sub-Zero
Color:
Yellow
Green
Blue
Total Number:
1142
640
1142
Instruction cards to the number of each color wristbands, which explains the rolls to the students
participating to the simulation. (Appendix C)
Recording forms for each (Home Room) teacher to record the infected cured and mutated
version every day. (Appendix C)
School Map for mapping the distribution of infected disease for each classroom participating
with this simulation. (Appendix C)
Duration:
The duration of entire lesson was 21 days, however due to the nature of the lesson
and the concepts we address within this lesson it is possible to divide in the sub-lessons,
which independent of each other have goals and address objectives of 7th and 8th grades.
Procedure:
Epidemic last about six days, during which students and teachers will participate to
distribute “Cyrax”, “ sub-zero” and “M-Cyrax” in their community (school). The students
will receive an instruction respect to the color of the wristband they get and they have to
distribute extra wristbands as an infective illness to their fellow students. Before the
simulation of epidemic in the community, students received pre assessment document for
future assessment on this lesson (Appendix C), also teachers received documents and
description of the simulation, materials in their mailbox. Note: In the wills only students
and teachers can get infected and only homeroom teachers will be able to record epidemic
data (refer to Appendix C Data Collection sheet).
Lesson 1: Introduction to Disease and Medication (Background-Vocabulary)
Class: 7th and 8th Grade
Unit: Science (Biology and Healthcare)
Teachers: J. Pichard, K. Seyedmadani
9
Keywords: epidemic, pandemic, infectious disease, hereditary disease, epidemiology, bacteria,
virus, nanoscale, nanotechnology
Objective:
Introducing students the important of understanding outbreak in societies, the current
epidemics around the world and impact of the event in the society such as E.coli outbreak in
Europe and H1N1 outburst in U.S. Objectives of this lesson was to students be able to identify an
compeer and contrast differences Epidemic and Pandemic, infectious Vs. genetic disease,
Bacteria Vs. Virus, and methods introduction to the transmission and treatment.
Note: Lesson 1 although was part of our Mortal Kombat lesson itself could run as an independent
and informative lesson of middle school students.
Lesson 1- Arizona State Standard:
The Standard definition was given in Standard section of this document refers to Page: 4-7.
 Strand 1, Concept 2, PO 5. Keep a record of observations, notes, sketches, questions, and
ideas using tools such as written and/or computer logs.

Strand 4, Concept 4, PO 3. Determine characteristics of organisms that could change
over several generations.

Strand 4, Concept 4, PO 1. Explain how an organism’s behavior allows it to survive in
an environment.

Strand 4, Concept 4, PO 4. Compare the symbiotic and competitive relationships in
organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone,
native/non-native species).

Strand 4, Concept 4, PO 5. Analyze the following behavioral cycles of organisms:
hibernation, migration, dormancy (plants)

Strand 4, Concept 4, PO 6. Describe the following factors that allow for the survival of
living organisms: protective coloration, beak design, seed dispersal, and pollination.
Anticipatory Set: (Warm-UP)
The students will be seated in groups and presented with series of videos and then
they will discuss the information given in the video. The students will have 15 minutes to
discuses the information. All of the warm ups given in appendix D Teachers will stamp the
warm-up for future grading.
Video links:
Cucumber Flu:
http://www.youtube.com/watch?v=O6pMCPvHgU0
Flu Attack:
http://www.youtube.com/watch?v=Rpj0emEGShQ
Bacteria invitation: http://www.youtube.com/watch?v=gnNFNI9_pT0&feature=related
10
Teaching input:
The Students will receive a set of vocabulary handout (Appendix C Vocabulary) and
then they will be divided in groups of four. The 8th grade students have to read chapter
18th: Fighting Disease of Science explore their textbook and define those words. Some of
the words are review of Chapter 7th of their book. (40 Min)
Guided Discussion:
While the students are in-group will be responsible of section chapter 18th and they
will find some of the words from each section.
Next they will shear their result with their team members. (Estimated time 15 min)
Closure:
Each group will shear the result with others. (5 Min)
Materials:
List of materials:
 Links to videos;
 Vocabulary exercise handout; (Appendix C)
 Science explorer prentice hall life science textbook;
Time: 1 Hour, 15 Minutes
Lesson 2: Epidemiology Tools
Class: 8th grade Science
Unit: Biology
Teacher: J. Pichard , K. Seyedmadani
Objective:
The students will be introducing to the epidemiology and the tools, which used in this
field. This will be a tool for student to learn how to make a contour plots for analyzing
distribution and population data. This lesson plan is part of ten day simulation of an epidemic in
their community ( refer to Mortal Kombat lesson plan Package)
Arizona Standards:
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a hypothesis.
PO 2. Use appropriate research information, not limited to a single source, to use in the
development of a testable hypothesis.
PO 3. Generate a hypothesis that can be tested.
Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Design a controlled investigation to support or reject a hypothesis.
PO 3. Conduct a controlled investigation to support or reject a hypothesis.
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as
written and/or computer logs.
11
Concept 4: Communication
PO 1. Communicate the results of an investigation.
PO 2. Choose an appropriate graphic representation for collected data.
PO 3. Present analyses and conclusions in clear, concise formats.
PO 5. Communicate the results and conclusion of the investigation.
Strand 3: Science in Personal and Social Perspectives
Concept 2: Science and Technology in Society
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
Anticipatory Set: (Worm-UP)
The students will be seated in groups and presented with a two-column document; in this
document one side will be series of question about tools and epidemiology concepts and the
other side will be the answers, students will have 15 mints to find best answer and question cross
pounding to this answer. The example provided in Appendix C and Appendix D. Teachers will
stamp the worm-up for future grading.
Teaching input:
A teacher led discussion by first reminding student why they are participating in this
worm-up (Note: they are epidemiologist and they are the one that will be processing the data
collected from simulated epidemic) and then ask student to shear their idea and understanding
about those question. (Estimated Time 10 min)
Guided Discussion:
While the students are in group will be responsible of sets of rooms or building of their
community, they will receive collected data from those building.
Next Teacher will present collected data sheets to students and propose the question of
what would be the best method of tracing this data? The goal is to direct student to come up with
the idea of graphing a contour plot on there community map every day, also to use different
agent as well as color for mapping different trends of disease. As well as make a bar graph of
disease distribution every day. (Estimated time 15 min)
Next 20 minutes students will be mapping and graphing the data on their maps.
Closure:
The students will predict an assumption on the trend of diseases (Note: their prediction
should match their result, this could be introduced earlier in the lesson as well dependent on data
collection and presentation to students)
Independent Practice: Each student should write their predication in their notebook.
(Estimated time 10-15 min)
Materials:
Worm-up handout, Maps of each building which disease is epidemic, recorded data of
epidemic, color pencils.
Time: 1 Hour, 15 Minutes
Post assessment:
12
It is possible to use Van diagram to compeer and contras understanding of students
respect to the vocabulary introduced to the class, during last two lessons
Lesson 3: Mapping Data and Data Analysis
Class: 7th and 8th Grade
Unit: Science (Biology and Healthcare)
Teachers: J. Pichard, K. Seyedmadani
Keywords: Data collection, Independent and Dependent Variable, Data collection, Data
Predations, Presenting Data Via Graphing
Objective:
The students are previously learned about the important of understanding data and
finding hypothesis. In this lesson student will make an educated prediction base on the trend that
data provides.
Note: Lesson 3 although was part of our Mortal Kombat lesson itself could run as an independent
and informative lesson of middle school students.
Lesson 3- Arizona State Standard:
The Standard definition was given in Standard section of this document refers to Page: 4-7.
 Strand 1, Concept 2, PO 5. Keep a record of observations, notes, sketches, questions, and
ideas using tools such as written and/or computer logs.

Strand 1, Concept 3, PO 1. Analyze data obtained in a scientific investigation to identify
trends.

Strand 1, Concept 4,PO 2. Choose an appropriate graphic representation for collected
data: line graph, double bar graph, stem and leaf plot, histogram

Strand 4, Concept 4, PO 3. Determine characteristics of organisms that could change
over

Strand 4, Concept 4, PO 5. Analyze the following behavioral cycles of organisms:
hibernation, migration, dormancy (plants)

Strand 4, Concept 4, PO 4. Compare the symbiotic and competitive relationships in
organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone,
native/non-native species).
Anticipatory Set: (Warm-UP)
The students will be seated in groups and presented with series of videos and then
they will discuses the information given in the video. The students will have 15 minutes to
discuses the information. All the warm ups given in appendix D Teachers will stamp the
warm-up for future grading.
13
Video links:
Center for disease and control:
http://www.cdc.gov/
Teaching input:
The Students will receive a construction paper and they will able to graph their data
provided by teachers. Data consisted as Cyrax “disease”, M-Cyrax “ Mutation trend” and
Sub-zero “ antibiotic distribution in the community and the map of that community in this
case data was collected In Wills Jr.High, Chandler Arizona. (40 Min)
Wall presentation:
All team members will shear their data and make a map with a legend to show
destitution of 3 trends in duration of 6 days.
Materials:
List of materials:
 Links to videos;
 Paper
 Collected data from other classes
 Map of the community
 Coloring pencil
Time: 1 Hour, 15 Minutes
Lesson 4: Engineering Grand Challenge Design of a Better Medicine
Class: 8th grade Science
Unit: Biology
Teacher: J. Pichard , K. Seyedmadani
Objective:
The students will be introduced to Engineering Grand Challenges of designing a
better medicine, as well as Nano level solutions existing in the medical and drug industry.
This is an opportunity for students to see the application of their knowledge in scope of
real world. Meanwhile applying their knowledge they will learn about historical event such
as epidemic flue of 1918, and story of development of penicillin. (This lesson plan is part of
ten days simulation of an epidemic in their community (refer to Mortal Kombat lesson plan
Package)
Lesson 4: Arizona Standards:
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a
hypothesis.
PO 2. Use appropriate research information, not limited to a single source, to use in the
development of a testable hypothesis.
PO 3. Generate a hypothesis that can be tested.
Concept 4: Communication
PO 1. Communicate the results of an investigation.
PO 5. Communicate the results and conclusion of the investigation.
14
Strand 2: History and Nature of Science
Concept 1: History of Science as a Human Endeavor
PO 3: Analyze the impact of a major scientific development occurring within the past
decades
Concept 2: Nature of Scientific Knowledge
PO 1. Describe how science is an ongoing process that changes in response to new
information and discoveries.
PO 2. Describe how scientific knowledge is subject to change as new information and/or
technology challenges prevailing theories.
PO 3: Apply the following scientific processes to other problem solving
 Measuring
 Classifying
Strand 3: Science in Personal and Social Perspectives
Concept 2: Science and Technology in Society
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
Anticipatory Set: (Warm-UP)
The students will be seated in groups and presented with the following videos about
medicine and anti-biotic.
http://www.youtube.com/watch?v=mTI8VSvYoWQ&feature=related
http://www.youtube.com/watch?v=iXJhu1T3XQk
Teaching input:
A teacher led discussion by first reminding student why they are participating in
this warm-up (Note: they were epidemiologist and they did process on the result of a
simulation of an epidemic in their school, today they are part of healthcare system and they
are going to learn more about diseases and cures.) (Estimated Time 10 min)
Guided Discussion:
While the students are in-group will be a directed discussion on grand challenge of
better medicine; the need for better medicine and their next HW.
Next Teacher will presenting series of video in following and discussing the
important of healthcare engineering, nano technology as well as designing better medicine.
The goal is to introduce student to important of grand challenges the history of medicine
and the future as well as possibility of having nano technology as a solution of design of a
better medicine. (Estimated time 15 min)
The students receive a handout on the engineering better medicine; national academic of
engineering provided this article. (Appendix C)
Closure:
The students will be given a disease, which they will be learning more about, and
they have tome up with best health care method.
15
Independent Practice: Each student should write their reflection in their notebook.
(Estimated time 10-15 min)
Materials:
Videos and List of diseases
Time: 1 Hour, 15 Minutes
Assessment:
Formative evaluation for students:
There will be a pre and post assessment Question for us to see how much our
epidemic simulation was successful interims of concept understanding and bringing grand
challenges and nano scale to our community.
Post-assessments of students: Understanding of infection, mutation and engineering
grand challenge was aims of this lesson. It is important students be able to distinguish
between disease as well as get an inquire understanding of epidemic also design of a better
medicine. Therefore students are requiring making a disease trading cards. The assignment
is in detail in the following.
16
Appendix A: Model of Epidemic Distribution
Susceptible (S), Healthy individual (I) and the removed (R)
The epidemiologists have developed several models based on the epidemic of infectious
diseases thought out history. In 1927 Kermack and McKendrick develop a model based on
assumption that the all of the community will be susceptible to the disease. Communities are
divided to three categories the Susceptible (S), Healthy individual (I) and the removed (R). This
model often called SIR.
For easier calculation on the epidemic and finding we based our simulation on their
models. In general at any given time equation 1 is a true statement for both epidemic of cyrax
and m-cyrax
S+I+R=N
(closed system)
eq1
Where N is total number of population, the rate of distribution of disease is given by
equation 2 also the rate of cured by equation 3. These rates will effect directly on (I) and (S)
according to equation 4.
A1= Individual (1) / number that any individual could infect
eq2
A2 = Individual (1) / number that any individual could cured
eq3
dS/dt = -A1 *S*I
at any time
dI/dt= dS/dt-A2*I
at any time
eq4
Note: In order to have successful epidemic or pandemic (A1*S)/A2 >1 at the time of scattering.
Example:
At Wills Jr. High simulation of pandemic the following number was used and assumption
was made for successful simulation:










N = 1142 individual
Duration of time: 5 Days
A1 = 1/5
for both cyrax (disease) and m-cyrax (mutation)
A2 = 1/15
for antibiotic (Sub-zero)
Day 1 epidemic of Cyrax or regular disease
Day 2 Mutation happens and new trends is in the system M-Cyrax
Day 3 release of antibiotic
Day 5 no Cyrax in the system all cured
Day 5 every one have Cyrax
Day 5 625 people have infected by M-Cyrax
TABLE 1: OUR PREDICATION OF SIMULATION
17
Name
Cyrax
(disease)
M-Cyrax
(Mutation)
Sub-Zero
(anti-biotic)
Day 1
5
Day 2
25
Day 3
125
Day 4
625
Day 5
2500
0
5
25
125
625
0
0
5
75
1125
18
Appendix B: Suggestions for Background Information
Unpacking the Epidemic Simulation
The Task
To simulate the outbreak of a disease epidemic in the community, meanwhile playing the role of
epidemiologists in tracking the spread of the disease.
What do students need to understand to work this problem?
Students need to understand:
 Genetic Mutations
 Types of Adaptations
 Charles Darwin and the Theory of Evolution by Natural Selection - Variation,
Competition, Overproduction, Environmental Selection
 The differences between Infectious Diseases and Genetic Diseases
 Types of pathogens
 Difference between Bacteria and Virus – Can a bacteria catch a virus?
 How Bacteria Reproduce
 Differences between epidemics and pandemics
 A general idea of what epidemiology is
 Nanoscale, nanotechnology
What mathematics and/or science concepts can be drawn from this problem?
Students will:
 Observe how random mutation and variation within species can lead to changes in
species over time. In this case, specifically, how antibiotic resistant strains of bacteria
can emerge.

Observe and analyze exponential growth patterns as they appear in the data and graphs.
In particular, students will analyze the growth pattern of the number of infected
individuals over the course of the simulation.
What are common student misconceptions and issues related to this problem?
Students commonly believe that organisms simply choose to change or adapt their physical
characteristics to suit their environment without considering the role of natural intraspecific
variation and the role that the passing on of genes plays in evolution by natural selection.
Students believe that there is very little difference between size and shape of bacteria and virus.
Students usually unaware of the fact that bacteria could die due to attack of virus
Students think the healthcare providers are all medical doctors, and they are unaware of
engineering and science behind medicine.
Students judge the result of simulation and math model based on the population asymptote rather
than adaptation of system due to introduce of medicine
Example of an introductory lesson:
19
Lesson 0: Introduction to Disease and Medication (Background-Vocabulary)
Class: 7th and 8th Grade
Unit: Science (Biology and Healthcare)
Teachers: J. Pichard, K. Seyedmadani
Keywords: epidemic, pandemic, infectious disease, hereditary disease, epidemiology, bacteria,
virus, nanoscale, nanotechnology
Objective:
Introducing students the important of understanding outbreak in societies, the current
epidemics around the world and impact of the event in the society such as E.coli outbreak in
Europe and H1N1 outburst in U.S. Objectives of this lesson was to students be able to identify an
compeer and contrast differences Epidemic and Pandemic, infectious Vs. genetic disease,
Bacteria Vs. Virus, and methods introduction to the transmission and treatment.
Note: Lesson 1 although was part of our Mortal Kombat lesson itself could run as an independent
and informative lesson of middle school students.
Lesson 1- Arizona State Standard:
The Standard definition was given in Standard section of this document refers to Page: 4-7.
 Strand 1, Concept 2, PO 5. Keep a record of observations, notes, sketches, questions, and
ideas using tools such as written and/or computer logs.

Strand 4, Concept 4, PO 3. Determine characteristics of organisms that could change
over several generations.

Strand 4, Concept 4, PO 1. Explain how an organism’s behavior allows it to survive in
an environment.

Strand 4, Concept 4, PO 4. Compare the symbiotic and competitive relationships in
organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone,
native/non-native species).

Strand 4, Concept 4, PO 5. Analyze the following behavioral cycles of organisms:
hibernation, migration, dormancy (plants)

Strand 4, Concept 4, PO 6. Describe the following factors that allow for the survival of
living organisms: protective coloration, beak design, seed dispersal, and pollination.
Anticipatory Set: (Warm-UP)
The students will be seated in groups and presented with series of videos and then
they will discuss the information given in the video. The students will have 15 minutes to
discuses the information. All the warm ups given in appendix D Teachers will stamp the
warm-up for future grading.
Video links:
Cucumber Flu:
20
http://www.youtube.com/watch?v=O6pMCPvHgU0
Flu Attack:
http://www.youtube.com/watch?v=Rpj0emEGShQ
Bacteria invitation:
http://www.youtube.com/watch?v=gnNFNI9_pT0&feature=related
Teaching input:
The Students will receive a set of vocabulary handout (Appendix C Vocabulary) and
then they will be divided in groups of four. The 8th grade students have to read chapter
18th: Fighting Disease of Science explore their textbook and define those words. Some of
the words are review of Chapter 7th of their book. (40 Min)
Guided Discussion:
While the students are in-group will be responsible of section chapter 18th and they
will find some of the words from each section.
Next they will shear their result with their team members. (Estimated time 15 min)
Closure:
Each group will shear the result with others. (5 Min)
Materials:
List of materials:
 Links to videos;
 Vocabulary exercise handout; (Appendix C)
 Science explorer prentice hall life science textbook;
Time: 1 Hour, 15 Minutes
21
Appendix C: Handouts for Material
Rules of engagement for disease “Cyrax”
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
22
Rules of engagement for Mutated- Disease “ M-Cyrax”
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
23
Rules of engagement for Anti-biotic “Sub-zero”
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
You have caught Cyrax!
You have caught Cyrax!
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
This disease is contagious, and you can spread it by
giving these wristbands to other people. But only 7 th
through 8th graders and school staff can catch it! Be
sure to follow these rules:

Give your wristbands out without disrupting your
classes.

You can’t catch Cyrax more than once; if you
get another wristband, throw it away and don’t
report it to your teacher.

If someone gives you a blue wristband, you
have been cured by the Sub-Zero antibiotic.

You cannot refuse the Sub-Zero antibiotic if
someone gives it to you.

Wear your wristbands while at school for the
whole week.

When you see wristbands on other students,
remind them to report it to the homeroom
teacher.
24
Data collection form:
Cyrax Case Recording Form
Date:
Room:
Name
Grade
Teacher:
Infected?
Cyrax
Mutant Cyrax
(yellow
(green
wristband)
wristband)
Cured
(blue
wristband)
Where?
25
Map of location:
Wills Jr.High, Chandler AZ.
26
Mortal Kombat Epidemic Simulation Vocabulary
Mortal Kombat Epidemic Simulation Vocabulary
This is the vocabulary you need to know for this project. Enter the terms and definitions on a
new page in your Interactive Notebook. Some of the terms can be found in Chapter 18 “Fighting
Disease” of the green life Science textbook.
1. Epidemic
5. Pathogen
9. Protist
2. Pandemic
6. Bacteria
10. Inflammatory
14. Antibiotic
3. Epidemiology
7. Virus
11. Immune response
4. Infectious
8. Fungi
12. Immunity
13. Vaccine
Disease 15. Engineering grand challenges 16. Nano-technology/ Scale
Teacher Instructions for Epidemic Simulation
Please collect data for the epidemic simulation using the forms provided. Instructions are below.
On Monday, we would appreciate it if you would share the information about the epidemic
simulation with the students using the PPT I have emailed.
1. When kids enter the classroom during Homeroom/3rd period, please ask who has been
infected with the yellow wristband disease (Cyrax) since the previous day.
2. Place a check next to the names of newly infected students.
3. Then ask who has been infected with the green wristband disease (Mutated Cyrax).
4. Place a check next to the names of newly infected students.
5. Then ask who has been cured with the blue wristband antibiotic (SubZero Antibiotic).
Only students infected with yellow wristband disease can be cured. Green is antibiotic
resistant. If a student with a green wristband says he or she has been cured please do not
mark them on the data sheet.
6. Place a check next to the names of cured students.
7. Then distribute 5 yellow wristbands and a yellow rules card to each of the students newly
infected with the yellow wristband disease.
8. Distribute 5 green wristbands and a green rules card to each of the students newly
infected with the green wristband disease.
9. You do not have to distribute any blue wristbands. Antibiotic distribution will take place
through the science classes.
10. Please place your data collection sheet in my mailbox at the end of each day.
11. If you run out of wristbands please email me and I will provide you with more.
12. Teachers and staff, you may play too. You are welcome to play with us.
27
Cross-link Concept Epidemiology Tools
Today you get to be the epidemiologist, in order to become expert you need to
find which answer from column B is cross pounding to the question of column A.
Happy Hunting
Column A
Column B
A. an analytical study which compares individuals
1. What is epidemiology?
2. What are the major study types of
epidemiology?
3. What is a case-control study?
4. What is epidemic?
5. What is Pandemic?
6. What is epidemic variable?
7. What are the ways to keep data
organized?
who have a specific disease ("cases") with a group
of individuals without the disease ("controls"). The
proportion of each group having a history of a
particular exposure or characteristic of interest is
then compared.
B. The habitual presence of a disease within a given
geographic area; may also refer to the usual
prevalence of a given disease within such an area
C. The study of the occurrence and causes of health
effects in human populations. This study often
compares two groups of people who are alike
except for one factor, such as exposure to a
chemical or the presence of a health effect. The
investigators try to determine if what factors are
associated with the health effect of interest.
D. Variables are characteristics that can be
observed and/or measured. They may be
characteristics of: Time, Location, number of
individual
E. A worldwide epidemic.
F. The major types of epidemiologic studies are
analytical studies and descriptive studies.
G. Bar Charts, pie charts, mapping Maps are a very
widely used type of chart. They are also called
geographic coordinate charts. Spot maps and area
maps are commonly used in field epidemiology.
Arithmetic-scale line graphs are also good for
comparing two or more sets of data
Most questions are from following links:
http://health.mo.gov/training/epi/MethodGraphs-e.html
http://www.ehib.org/faq.jsp?faq
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Appendix D: Worm ups
8th Grade Science Warm-ups
Name ___________________________________________
Lesson 1:
Presented with videos
Participation in Discussion.
Lesson 2:
Epidemiologist.
Epidemiologist tool
Lesson 3:
CDC website and the information on the tracking data
Lesson 4:
Read pages 618-619 and respond to the following using complete sentences.
1. How can the use of antibiotics make these medicines less effective?
2. List at least three ways to fight the development of antibiotic resistance in bacteria. What are
the costs and drawbacks of each?
29
Appendix E: Useful links and Videos:
Video Link:
1. Cucumber Flu:
http://www.youtube.com/watch?v=O6pMCPvHgU0
2. Flu Attack:
http://www.youtube.com/watch?v=Rpj0emEGShQ
3. Bacteria invitation:
http://www.youtube.com/watch?v=gnNFNI9_pT0&feature=related
4.The students will be seated in groups and presented with the following videos about
medicine and anti-biotic.
http://www.youtube.com/watch?v=mTI8VSvYoWQ&feature=related
http://www.youtube.com/watch?v=iXJhu1T3XQk
5. Complementary website:
http://medmyst.rice.edu/
http://webadventures.rice.edu/
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Appendix F: Pre- Post Assessment Documents
Pre Assessment
Name ________________________________________________ Date _____________ Period ______
Mortal Kombat Epidemic Simulation Pre-assessment
Please respond to the questions below to the best of your ability. DO NOT use any
resources or help. Don’t worry if you are wrong. This pre-assessment is only
meant to show Ms. Seyedmadani and Mr. Prichard what you already do and do not
know about these concepts.
Fill in the BEFORE sections only.
1. Define epidemic in one sentence. Give three examples of epidemics.
BEFORE:
AFTER:
2. What is the difference between an epidemic and a pandemic?
BEFORE:
AFTER:
31
3. What role does mutation, adaptation, and natural selection play in disease
epidemics and how do they apply to outbreaks of drug resistant bacteria?
BEFORE:
AFTER:
4. What is the science of epidemiology?
BEFORE:
AFTER:
32
5. How do people catch diseases?
BEFORE:
AFTER:
6. What do you want to know about infectious diseases?
BEFORE:
AFTER:
33
7. How does the Engineering Grand Challenge of Engineering Better Medicines
relate to infectious disease and epidemics?
BEFORE:
AFTER:
8. What role can nanotechnology play in relation to infectious disease and
epidemics?
BEFORE:
AFTER:
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Post- Assessment – Trading Card Assignment
Disease and Medicine Trading Cards
Name ___________________________________ Date ____________ Period _______
Name of Disease ____________________________________________
Basic Requirements:
Front of Card:
1. 8.5 x 11 sheet of paper or white card stock.
2. Scientific name and common name of your disease – large
enough sized font to be identified clearly, but not so large
that it is distracting to the picture).
3. Picture - the infected disease on a person(picture must be
real, from internet and be color) and/or a microscopic picture
of the germ that causes the disease (picture must be real,
from the internet)
4. Discovery - Date and place of discovery of the disease or
microbe that causes the disease
5. Symptoms – What are the symptoms of the disease?
6. Spread – How is the disease spread in humans. Who
is most at risk of getting this disease?
7. Historical Importance – What role has the disease
played in history
8. Interesting Fact #1 –
9. Interesting Fact #2 –
10. Treatment – What medications or treatments
currently exist to treat the disease?
11. Prevention – What steps should a person take to
avoid getting this disease?
12. Slogan – a statement 4-8 words long that you have
made up for your assigned disease
Back of Card:
13. Create your own medicine to treat the disease.
14. Describe the medication. How does it work? Is it a
pill, injection, surgical technique, prevention strategy,
gene therapy?
15. Administration - How is the medication administered to the patient?
16. Distribution – How would the medication be distributed?
17. Picture – Include a picture or diagram illustrating how the medicine works.
18. Your name and period in the bottom RIGHT corner.
Your trading card value will be determined by:
 Overall presentation, neatness, and creativity
 Spelling, grammar, sentence structure, and accuracy of information
 Color and the “Coolness” factor
35



Completeness, all requirements have been met
Everything is typed
Markers may only be used to enhance the pictures and typing. Nothing should be hand
written.
Your task:
 You are to create five (5) of the same, exact trading card. On the day the cards are due,
you will bring them to class for Official Disease Trading Card Day.
 Each student will set out his/her cards for a class “gallery walk”. This is where everyone
will get a chance to see what cards are to be offered in the trade.
 You will turn in one of your cards to the instructor.
 You must keep one of your cards and you can trade for 3 more cards.
 You may have only one from any given disease.
 You may only trade one card for one card. No uneven trading.
 The better the cards you trade for, the better your grade.
 You should trade for cards that are as good as or better than your own card if possible.
 If you are stuck and no one will trade for your cards, you will only receive credit for one
of your cards and whatever cards you could trade for. If you only traded for one other
card, that is all the additional credit you will get.
 If you do not have your cards here on trading day, you will not be able to trade and will
receive no credit for that portion of the grade. If you are absent, you should make sure to
make arrangements to have your cards here to trade (ask a friend to trade for you).
Your grade will be calculated as follows:
You will receive up to 85 points for your card and each additional card you trade for will be
worth 10 points so that you will end up with a final score of 115 points.
Be sure to keep in mind that you will want to have people trade for your cards. If you don’t have
a great card, you may not get anything in trade! Also, if you have a great card, you will be able
to trade more easily than if you don’t.
36
Student Name _________________________Disease Name ___________________
Disease Trading Card Rubric
Front of Card:
Size 8.5 x 11 sheet of paper
______/3
Scientific name and common name of your disease
______/5
Picture of disease in color on top
______/5
Date and place of discovery
______/2
Symptoms of the disease
______/5
What pathogen causes the disease and how?
______/5
How does the body defend against or respond to the disease?
______/5
Spread – How is the disease spread or caused in humans
Who is most at risk of getting this disease? (3-5 sentences)
______/5
Treatment – If a person has the disease, what should the person do?
______/5
Prevention – What steps should a person take to avoid getting this disease?
______/5
Historical Importance of the disease
______/5
Two interesting facts about the disease
______/3
ONE sentence or slogan
______/5
Back of Card:
Create your own medicine to treat the disease.
Describe the medication. How does it work?
Is it a pill, injection, surgical technique, prevention strategy, gene therapy?_
_____/5
Administration - How is the medication administered to the patient?
______/5
Distribution – How would the medication be distributed?
______/5
Picture – Include a picture or diagram illustrating how the medicine works.
______/5
Your name in the bottom RIGHT corner
______/2
General Criteria:
Neatness and creativity
Conventions
Completeness, all requirements met
Everything is typed
Section Total
______/5
______/5
______/5
______/5
______/100
3 cards traded for out of 10 points:
Card 1 - completed
Card 2 - completed
Card 3 - completed
Section Total
______/10
______/10
______/10
______/30
Total Points Overall
___/130
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List of Diseases
1. Influenza
13. Legionnaire’s Disease
2. Human Immunodeficiency Virus
14. Cholera
3. Hantavirus
15. Chicken Pox
4. Coccidioidomycosis
16. Typhus
5. West Nile Virus
17. Malaria
6. Staph Infection
18. Cryptosporidiosis
7. Anthrax
19. Cyclosporiasis
8. Hepatitis
20. Salmonellosis
9. Strep A Infection
21. Rabies
10. Tuberculosis
22. Psittacosis
11. Mumps
23. Listeria
12. E. coli
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Name _________________________________ Date ____________ Period _______
Name of Disease ____________________________________________
Disease Trading Card Planning Sheet
Set up four pages in your Interactive notebook. Use the textbook pages specified in order
to help you understand what each question is asking for.
Information about the Disease:
1. At least 3 sources
2. Name of Disease (Scientific and Common Name)
3. What is infectious disease? Is the disease an infectious disease? (pages 592-593)
4. What are the symptoms of this disease (diagnosis)?
5. What are pathogens? What pathogen is responsible for causing the disease and how is it
spread or acquired? (pages 594-596)
6. Explain how the pathogen infects the body. (pages 594-596)
7. What are the body’s defenses that keep the pathogen out? (pages 597-598)
8. What inflammatory response does your body have against the pathogen? (page 599)
9. What is the immune response to the pathogen that causes the infectious disease? (pages 600603)
10. Can a person develop active immunity to this disease? Explain how active immunity
happens. (pages 606-609)
11. Can a person develop passive immunity to this disease? Explain how passive immunity
happens. (page 610)
12. Who is susceptible to catch this disease and why? Who is at risk? Is there a certain
population, ethnicity, geographical group, etc?
13. What is/are the treatment(s) for this disease? Vaccine, antibiotic, etc.? (pages 606-610)
14. How can this disease be prevented? (pages 606-610)
15. At least 3 other facts about disease (History, Epidemic, Pandemic, Eradication, Prognosis,
etc.).
16. ONE sentence or slogan (“catch phrase”) for this disease. Example: Swine Flu, Not Just For
Pigs. You will make this up yourself.
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17. A microscopic picture of the germ that causes the disease
18. A picture of a person with the disease, or an infected area of the body showing the disease.
Maybe use 2 pictures, one healthy and one infected with the disease.
Propose a solution to the
disease:
19. Create or propose your own medicine to treat or cure the disease.
20. Describe the medication. How does it work? Is it a pill, injection, surgical technique,
prevention strategy, gene therapy?
21. Administration - How is the medication given to the patient?
22. Distribution – How would the medication be distributed? How would you get it to where it
needs to go?
23. Picture – Include a picture or diagram illustrating how the medicine works.
Mortal Kombat Epidemic Simulation Conclusion
Use the maps and graphs you created to represent the Cyrax epidemic data and your brain
to respond to the following questions.
1. Did everybody get cured, do we still have an epidemic? Use the data and your
observations to justify your answer.
2. Is it Cyrax or M Cyrax?
3. Is the antibiotic working? Use the data and your observations to justify your
answer.
4. Was the antibiotic distributed effectively? Explain why or why not.
5. What would you do differently in order to distribute the antibiotic?
6. If each building was a country and the whole school was the world, would we have
an epidemic or pandemic? Explain.
7. How could cultural and economic differences play a role in this simulation to make
it more realistic?
8. What are some other ways we could make this simulation more realistic?
40