Infectious Disease 5E

Engage

Viruses are small but deadly. Many viruses are so small, thousands could fit width-wise across a single strand of human hair.

Ask: How are viruses transmitted?

Permit students to brainstorm and list the results on the board.

Viruses are mainly transmitted through close contact with infected people or surfaces.

Explore

Students engage in a simulated infectious disease outbreak. One or more students start the activity with an "infected" liquid cup and unknowingly spread it to classmates through a series of simulated interactions.

At the end of the simulation, students learn who became infected and who did not.

Explain

Ask students to work together to figure out how they got infected, or how close they came to becoming infected:

Which cup did the virus originate from?
At what interaction did their cup become infected?
If the cup was not infected, did that student interact with any classmates who later became infected?

Note: Ensure a safe learning environment by monitoring student comments. It may be necessary to reiterate that this is a classroom simulation and that the purpose of the activity is not to single out the students who started with the infected cups.

Elaborate

Students are now in one of two groups: infected or not infected.

Ask students with the red infected cups what they could have done to prevent their cup from becoming infected.
Ask students with the blue non-infected cups what they could continue to do to ensure their cups did not become infected if there was to be a fourth round in the activity.

Student responses might include: wash hands, cough into a sleeve, wear a mask, keep distance from infected individuals, receive a vaccine.

Evaluate

Ask students to share their new understanding with the rest of the school by creating a poster for students in the other classes and in other grades.

Meet Dr. Shannon Beaty

The COVID-19 Pandemic demonstrated how vulnerable we are microscopic viruses that spread diseases from host to host. Fortunately, scientists such as Dr. Shannon Beaty dedicate their professional careers to developing vaccines that prevent the spread of viruses among populations.

In video Part 1, hear from Dr. Beaty as she discusses her early science influences. In Part 2, learn how a classroom activity that simulates the spread of an infectious disease can be used to engage students in discussion around healthy human behavior. Then, learn how the activity connects directly with the work of virologists and epidemiologists.

Infectious Disease Activity

Each student receives a plastic cup with one third liquid. Students will simulate an interaction with another classmate, such as a handshake or a close conversation, by mixing the liquids in their cups together. After three interactions, each student's liquid will be tested to track the spread of the simulated infectious disease.

Materials:

One cup per student (6oz or larger)
Water
Vinegar
Paper and Pencil
A pH indicator, such as this Red Cabbage pH Indicator
Optional: Pipettes to transfer the liquid back and forth
Optional: Trays to carry the cups

Setup:

Decide how many students will start with the simulated virus. We recommend randomly choosing one student for every ten students in your class.

Note: you may know who has the infected cup, but students should remain unaware throughout the activity.

Make the virus cups by mixing half water and half vinegar in a cup. Combined, the cup should be no more than 1/3 full. Make a mental note of where this cup is on your tray.

Fill the remaining non-infected cups with water no more than 1/3 of the way.

Hand out one cup per student. If you have more than one virus cup, be sure the virus cups are spread out throughout the classroom.

Procedure:

Instruct students to conduct three classmate interactions. Interactions are performed by pouring the liquid from one cup into the second cup and then pouring half of the liquid in the second cup back into the original cup. At the end of the interaction, both students should have equal amounts of liquid in their cup before proceeding to their next interaction. Students are to write down each of the classmates they interacted with.

Ask students to return to their seats once they've conducted their three interactions. Once all students sit down, mix 5 mL (if using a pipette) or a tablespoon / 15 mL of Red Cabbage pH Indicator into each cup.

Determining Who Is Infected

If using a red cabbage pH indicator:

Reserve one cup of plain water to serve as a control. Add a tablespoon / 15 mL of red cabbage pH indicator to the control. Use this control to indicate "not infected." Any color or shade other than the control indicates an infected cup.

Blue - Not infected
Red, pink, purple - infected

Background on the pH indicator

The virus cup contains half vinegar and half water. Vinegar is an acid. Water is neutral (or very close to neutral). A cup with a liquid that turns a color other than blue indicates that the liquid in the cup is acidic, or has some amount of vinegar in it. The red cabbage pH indicator changes colors based where the liquid falls on the pH scale, from acidic to basic.

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