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Students learn about the differences between viruses and bacteria to understand that disease arises from different kinds of agents.
Students learn about the human side of vaccine development to understand that the discoveries of numerous scientists contribute to our understanding of a scientific topic, such as vaccines.
Students investigate the causes of disease and study the size of pathogens compared with human immune cells.
Students identify patterns of ecological interactions with a focus on disease as part of the natural ecosystem and the relationship of disease to human activities and well-being.
Students study the scientific process as it relates to our historical understanding of polio.
Students learn about the specific nature of responses generated by the adaptive immune system.
Students learn about the body’s first line of defense—the innate immune system.
Students explore the importance of the immune system and its different components.
Students explore the relationship between pathogens and the body’s response, including drawing conclusions about why humans still get sick despite immune system defenses.
Students explore the history of vaccine research and ethical considerations related to vaccine research.
Students investigate different ways that people become immune to pathogens.
Following the previous lesson in which students learned how pathogens adapt to overcome the immune system, the focus herein is viral replication and specifically, how influenza and HIV adapt.
Students explore the constant battle between pathogens and the immune system, focusing particularly on the different ways that pathogens adapt to overcome the immune system.
Students work in small groups to research topics related to vaccine safety issues using criteria developed by the World Health Organization to evaluate the scientific basis for a vaccine safety concern.
Students learn the different ways that influenza virus can mutate and what impact that has on how rapidly and widely the virus spreads.
Students research different infectious diseases to determine the ways they spread and who is most at risk.
Students explore the contributions of animal research to vaccine development as an example of the benefits this type of research can have on human health.
Students explore how animal research has contributed to human health and why it is important to biomedical research.
Many athletic organizations and schools are considering limiting the level of aggressive play in younger players, over concerns about head injuries. If you were an athletic director, for a school district in your state or nation, at what age would you allow body checking in hockey or tackling in football?
Some people consider genetic editing unethical. All powerful tools can be used for good or for bad. Do you think it is ethical for scientists and physicians to genetically edit a disease?
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Students learn about the differences between viruses and bacteria to understand that disease arises from different kinds of agents.
Students learn about the human side of vaccine development to understand that the discoveries of numerous scientists contribute to our understanding of a scientific topic, such as vaccines.
Students investigate the causes of disease and study the size of pathogens compared with human immune cells.
Students identify patterns of ecological interactions with a focus on disease as part of the natural ecosystem and the relationship of disease to human activities and well-being.
Students study the scientific process as it relates to our historical understanding of polio.
Students learn about the specific nature of responses generated by the adaptive immune system.
Students learn about the body’s first line of defense—the innate immune system.
Students explore the importance of the immune system and its different components.
Students explore the relationship between pathogens and the body’s response, including drawing conclusions about why humans still get sick despite immune system defenses.
Students explore the history of vaccine research and ethical considerations related to vaccine research.
Students investigate different ways that people become immune to pathogens.
Following the previous lesson in which students learned how pathogens adapt to overcome the immune system, the focus herein is viral replication and specifically, how influenza and HIV adapt.
Students explore the constant battle between pathogens and the immune system, focusing particularly on the different ways that pathogens adapt to overcome the immune system.
Students work in small groups to research topics related to vaccine safety issues using criteria developed by the World Health Organization to evaluate the scientific basis for a vaccine safety concern.
Students learn the different ways that influenza virus can mutate and what impact that has on how rapidly and widely the virus spreads.
Students research different infectious diseases to determine the ways they spread and who is most at risk.
Students explore the contributions of animal research to vaccine development as an example of the benefits this type of research can have on human health.
Students explore how animal research has contributed to human health and why it is important to biomedical research.
Many athletic organizations and schools are considering limiting the level of aggressive play in younger players, over concerns about head injuries. If you were an athletic director, for a school district in your state or nation, at what age would you allow body checking in hockey or tackling in football?
Some people consider genetic editing unethical. All powerful tools can be used for good or for bad. Do you think it is ethical for scientists and physicians to genetically edit a disease?
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Students learn about the differences between viruses and bacteria to understand that disease arises from different kinds of agents.
Students learn about the human side of vaccine development to understand that the discoveries of numerous scientists contribute to our understanding of a scientific topic, such as vaccines.
Students investigate the causes of disease and study the size of pathogens compared with human immune cells.
Students identify patterns of ecological interactions with a focus on disease as part of the natural ecosystem and the relationship of disease to human activities and well-being.
Students study the scientific process as it relates to our historical understanding of polio.
Students learn about the specific nature of responses generated by the adaptive immune system.
Students learn about the body’s first line of defense—the innate immune system.
Students explore the importance of the immune system and its different components.
Students explore the relationship between pathogens and the body’s response, including drawing conclusions about why humans still get sick despite immune system defenses.
Students explore the history of vaccine research and ethical considerations related to vaccine research.
Students investigate different ways that people become immune to pathogens.
Following the previous lesson in which students learned how pathogens adapt to overcome the immune system, the focus herein is viral replication and specifically, how influenza and HIV adapt.
Students explore the constant battle between pathogens and the immune system, focusing particularly on the different ways that pathogens adapt to overcome the immune system.
Students work in small groups to research topics related to vaccine safety issues using criteria developed by the World Health Organization to evaluate the scientific basis for a vaccine safety concern.
Students learn the different ways that influenza virus can mutate and what impact that has on how rapidly and widely the virus spreads.
Students research different infectious diseases to determine the ways they spread and who is most at risk.
Students explore the contributions of animal research to vaccine development as an example of the benefits this type of research can have on human health.
Students explore how animal research has contributed to human health and why it is important to biomedical research.
Many athletic organizations and schools are considering limiting the level of aggressive play in younger players, over concerns about head injuries. If you were an athletic director, for a school district in your state or nation, at what age would you allow body checking in hockey or tackling in football?
Some people consider genetic editing unethical. All powerful tools can be used for good or for bad. Do you think it is ethical for scientists and physicians to genetically edit a disease?