Communicable Diseases Classroom Activity
The Classroom Activity introduces students to the context of a performance task, so they are not
disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include:
an understanding of the setting or situation in which the task is placed, potentially unfamiliar
concepts that are associated with the scenario; and key terms or vocabulary students will need to
understand in order to meaningfully engage with and complete the performance task. The Classroom
Activity is also intended to generate student interest in further exploration of the key idea(s). The
Classroom Activity should be easy to implement with clear instructions.
Please read through the entire Classroom Activity before beginning the activity with students to
ensure any classroom preparation can be completed in advance.
Throughout the activity it is permissible to pause and ask students if they have any questions.
Resources Needed:
• Chart paper, whiteboard, or chalkboard
• Markers or chalk
• Pencils (students who need an accommodation may use their preferred tool for writing)
• Some method of displaying ancillary materials 1
Resources Provided (see end of document):
• Ancillary Material
o Figure 1: Common Types of Pathogens
Learning Goal:
• Students will understand the context of the key concepts related to the topic:
o
There are different kinds of pathogens. Parasites, fungi, bacteria, and viruses can all be
pathogens.
o
Methods for preventing the spread of pathogens must differ by pathogen type if they are
to be effective.
o
Understand what communicable diseases are.
Students will understand the following key term:
•
Pathogens: microorganisms that can cause disease
Note: This definition is provided here for the convenience of the facilitator. Students are expected to
understand this key term in the context of the task, not memorize the definition.
Communicable Diseases Classroom Activity
[Purpose: The facilitator’s goal is to introduce students to the idea that methods for preventing the
spread of pathogens must differ by pathogen type if they are to be effective.]
1 Facilitators can decide whether they want to display ancillary materials using an overhead projector or
computer/Smartboard, or whether they want to produce them as a handout for students.
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Facilitator says: “Today, in preparation for your performance task, we are going to have a discussion
on what causes many diseases and how those diseases spread. Diseases that spread are called
communicable diseases.”
[Write communicable diseases on the board and say the words out loud.]
[Then, write the word pathogen on the board and say the word out loud.]
Facilitator says: “Can anyone tell me what a pathogen is?”
[Allow time for student responses. Then, write the following definition on the board beside the word
pathogen: a very tiny organism, which can cause a disease. Acknowledge any students who were
able to give helpful definitions.]
Facilitator says: “Pathogens are tiny organisms which can cause a disease. They are commonly
known as germs. What is an organism?”
[Take student ideas and then confirm that an organism is a life form, or a type of entity that is alive.]
[Draw lines branching from the word pathogen, and at the end of each line write the following words
on the board: bacteria, virus, fungus, and parasite. Describe what you are doing for students who are
visually impaired.]
Facilitator says: “Bacteria, virus, fungus, and parasite are four types of pathogens.”
[Display Figure 1: Common Types of Pathogens using an overhead projector or Smartboard, or other
means. Give students time to read the chart. For students with visual impairments, read the chart
out loud. Students may be encouraged to take a piece of paper and keep track of ideas that emerge
about each pathogen. The facilitator could also encourage one or more students to keep track of
ideas about each pathogen at the board.]
Note: The following section can be modified to accommodate various teacher-student interaction
types such as a teacher-led discussion with the entire class, teacher-student discussion for remote
locations with a single student, or small groups.
Facilitator says: “What are some of the key similarities and differences between the types of
pathogens?”
[Allow students to discuss the answer for 5 minutes with the students around them in pairs or groups
of 3-4; then elicit responses from the class as a whole. Correct responses might include that they all
cause disease; some are one-celled and others have many cells; others (viruses) aren’t cells at all;
some can be treated; and others, like viruses, can be prevented via vaccination.]
Facilitator says: “What do you do, or notice others do, to prevent the spread of pathogens at school?”
[Allow time for student responses. Correct responses might include covering mouths and noses
when coughing or sneezing, washing hands, staying home from school when sick, using hand
sanitizer, and disinfecting surfaces when cleaning.]
Facilitator says: “Can anyone suggest some ways to prevent the spread of each specific type of
pathogen?”
[Allow time for student responses. Some correct responses are as follows:
• Bacteria: Antibacterial soaps and hand sanitizers can kill some bacteria. Highlight that the spread
of bacteria can be prevented by washing hands frequently and cooking foods properly.
• Viruses: Viruses are not killed by antibacterial soaps, but they can be washed away. Highlight that
the spread of viruses can be prevented by covering mouths and noses when coughing and
sneezing, and that viruses cause colds and flus.
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• Fungi: Antifungal drugs can kill fungi. Highlight that the spread of fungi can be prevented by
wearing flip-flops or shoes in places like showers and restrooms and being sure not to share
personal items like shoes.
• Parasites: Antibiotics can kill parasites. Highlight that parasites can be prevented by maintaining
proper food hygiene and not sharing personal items, as well as using preventative sprays.]
Facilitator says: “You will learn more about preventing communicable diseases in the performance
task you will be completing. You are now ready to complete your performance task.”
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Ancillary Material
Figure 1
Common Types of Pathogens
Pathogen Type
Bacteria
Virus
Image
Description
Bacteria are small organisms
that have one cell. They can be
found in the soil, air, water,
food, and in humans. Bacteria
may be killed by antibiotics
unless they are resistant.
A virus is not a cell, but is
genetic material wrapped in a
thin coat of protein. It can
reproduce in other organisms’
cells. Vaccination can prevent
some viral diseases.
Examples/Diseases
E. Coli
Salmonella
Strep throat
Cold
Flu, such as H1N1
Chickenpox
Fungus
Fungi are organisms that may
have one cell or many cells.
They have a cell wall and can be Athlete’s foot
treated with some anti-fungal
drugs.
Parasite
Parasites are organisms made
of many cells that live in or on a Fleas
host organism from which they
Ticks
feed. Sometimes the parasite
can be killed. Other times, only Tapeworms
the symptoms can be treated.
Listeria Bacteria (Image 4378-4454-N-X999), copyright by SuperStock. Used by permission.
Illustration of the structure of a typical human virus (Image 4297R-2003-R-F00), coyright
by SuperStock. Used by permission.
PENICILLIUM. Head and spores of penicillium viewed under SEM (Image 824-49078-NX999), copyright by SuperStock. Used by permission.
A cestode, a parasitic tapeworm (Image 4378-1253-N-X999), copyright by SuperStock.
Used by permission.
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