Emerging and Re-emerging
Infectious Diseases
developed under a contract from the
National Institutes of Health
in collaboration with the
National Institute of Allergy and Infectious Diseases
5415 Mark Dabling Boulevard
Colorado Springs, CO 80918
BSCS Development Team
BSCS Administrative Staff
Joseph D. McInerney, Co-Principal Investigator
Timothy Goldsmith, Chairman, Board of Directors
Lynda B. Micikas, Co-Project Director
Joseph D. McInerney, Director
April L. Gardner, Visiting Scholar
Michael J. Dougherty, Associate Director
Diane Gionfriddo, Research Assistant
National Institutes of Health
Joy L. Hainley, Research Assistant
Bruce Fuchs, Office of Science Education (OSE)
Judy L. Rasmussen, Senior Executive Assistant
Diane Adger-Johnson, National Institute of Allergy
Janie Mefford Shaklee, Evaluator
and Infectious Diseases (NIAID)
Lydia E. Walsh, Research Assistant
Milton Hernandez, NIAID
Videodiscovery, Inc. Development Team
Stephanie James, NIAID
D. Joseph Clark, Co-Principal Investigator
Joyce Woodford, NIAID
Shaun Taylor, Co-Project Director
Cynthia Allen, OSE
Michael Bade, Multimedia Producer
William Mowczko, OSE
Dave Christiansen, Animator
Gloria Seelman, OSE
Greg Humes, Assistant Multimedia Producer
Lisa Strauss, OSE
Lucy Flynn Zucotti, Photo Researcher
David Vannier, OSE
Advisory Committee
Field-Test Teachers
Ken Andrews, Colorado College, Colorado
J. Dewey Brown, Wheaton High School, Wheaton, Maryland
Springs, Colorado
Eric Chaplin, Eastern High School, Washington, DC
Kenneth Bingman, Shawnee Mission West
Rebecca Lynn Davis, Calhan Public School, Calhan, Colorado
High School, Shawnee Mission, Kansas
Brenda Grau, Episcopal School of Acadiana,
Julian Davies, University of British Columbia,
Broussard, Louisiana
Vancouver, BC, Canada
Carol Thibodeau, Caribou High School, Caribou, Maine
Lynn B. Jorde, Eccles Institute of Human Genetics,
Photo Credits
Salt Lake City, Utah
Figure 3: All photographs by Corel Corporation; Figure 6:
Elmer Kellmann, Parkway Central High School,
Wendy Gardner Rose.
Chesterfield, Missouri
Mark A. Rothstein, University of Houston Law Center,
This material is based on work supported by the National
Houston, Texas
Institutes of Health under Contract No. 263-97- C-0073.
Carl W. Pierce, Consultant, Hermann, Missouri
Any opinions, findings, conclusions, or recom mendations
Kelly A. Weiler, Garfield Heights High School,
expressed in this publication are those of the authors and
Garfield Heights, Ohio
do not necessarily reflect the views of the funding agency.
Raymond L. White, Huntsman Cancer Institute,
Salt Lake City, Utah
Copyright ©1999 by BSCS and Videodiscovery, Inc.
Aimee L. Wonderlick, Northwestern University
Updated 2012. All rights reserved. You have the permission
Medical School, Chicago, Illinois
of BSCS and Videodiscovery, Inc. to reproduce items in
this module (including the software) for your classroom
Writing Team
use. The copyright on this module, however, does not
Ken Andrews, Colorado College, Colorado Springs
cover reproduction of these items for any other use.
Mary Ann Cutter, University of Colorado—Colorado Springs
For per missions and other rights under this copyright,
Carl W. Pierce, Consultant, Hermann, Missouri
please contact the BSCS, 5415 Mark Dabling Blvd.,
Jenny Sigstedt, Consultant, Steamboat Springs, Colorado
Colorado Springs, CO 80918-3842.
Artists
Revised September 2012
Dan Anderson and Kevin Andrews
Cover Design
Karen Cook, NIH Medical Arts and Photography Branch
Please contact NIH with questions
Cover Illustration
about this supplement at
Lennart Nilsson/Albert Bonniers Forlag AB
Red blood cells being ruptured by proliferating malaria
supplements@science.education.nih.gov.
parasites (yellow spheres inside the disk-shaped cells).
Contents
How Does the BSCS 5E Instructional Model Promote Active, Collaborative, and
iii
Student Lessons
iv
Foreword
This curriculum supplement, from the NIH
Each of our curriculum supplements comes with
Curriculum Supplement Series, brings cutting-edge
a complete set of materials for teachers, including
medical science and basic research discoveries
extensive background and resource information,
from the laboratories of the National Institutes
detailed lesson plans, masters for student worksheets,
of Health (NIH) into classrooms. As the largest
and a Web site with videos, interactive activities,
medical research institution in the United
updates, and corrections (as needed). The supplements
States, NIH plays a vital role in the health of
are distributed at no cost to educators across the
all Americans and seeks to foster interest in
United States upon request. They may be copied
research, science, and medicine-related careers
for classroom use but may not be sold.
for future generations. NIH’s Office of Science
Education (OSE) is dedicated to promoting
We welcome your feedback. For a complete
science education and scientific literacy.
list of curriculum supplements and ordering
information, or to submit feedback, please visit
We designed this curriculum supplement to
http://science.education.nih.gov.
complement existing life science curricula at both
the state and local levels and to be consistent with
We appreciate the valuable contributions of the
the National Science Education Standards.1 It was
talented staff at Biological Sciences Curriculum
developed and tested by a team of teachers, scientists,
Study (BSCS) and Videodiscovery, Inc. We are
medical experts, and other professionals with
also grateful to the NIH scientists, advisors, and
relevant subject-area expertise from institutes and
all other participating professionals for their work
medical schools across the country, representatives
and dedication. Finally, we thank the teachers
from the National Institute of Allergy and Infectious
and students who participated in focus groups
Diseases, and curriculum design experts from
and field tests to ensure that these materials are
Biological Sciences Curriculum Study (BSCS) and
both engaging and effective.
Videodiscovery. The authors incorporated real
scientific data and actual case studies into classroom
I hope you find our series a valuable addition to
activities. A three-year development process included
your classroom and wish you a productive school
geographically dispersed field tests by teachers
year. We welcome your feedback.
and students. For the 2010 (third) printing, key
sections of the supplement were updated, but the
Bruce A. Fuchs, Ph.D.
Student Lessons remain basically the same.
National Institutes of Health
supplements@science.education.nih.gov
The structure of this module enables teachers to
facilitate learning and stimulate stu dent interest by
applying scientific concepts to real-life scenarios.
Design elements include a con ceptual flow of lessons
based on the BSCS 5E Instructional Model (see
page 5), cutting-edge science content, and built-in
assessment tools. Activities promote active and
collaborative learning and are inquiry-based to
help students develop problem-solving strategies
and critical-thinking skills.
________________________
1 The National Academy of Sciences released the National Science Education Standards in 1996, outlining what all citizens should understand about science by the time they graduate from high school. The Standards encourages teachers to select major science concepts or themes that empower students to use information to solve problems rather than stressing memorization of unrelated information.
v
About the National Institutes of Health
Founded in 1887, NIH is the federal focal point
NIH’s education programs contribute to ensuring
for health research in the United States. Today,
the continued supply of well-trained basic research
NIH is one of the agencies within the Department
and clinical investigators, as well as the myriad
of Health and Human Services. Its mission is
professionals in the many allied disciplines who
science in pursuit of fundamental knowledge
support the research enterprise. These efforts
about the nature and behavior of living systems
also help educate people about scientific results
and the application of that knowledge to extend
so that they can make informed decisions about
healthy life and reduce the burdens of illness and
their own—and the public’s—health.
disability. NIH works toward meeting the mission
by providing leadership, direction, and grant
This curriculum supplement is one such education
support to programs designed to improve the
effort. It is a collaboration among the National
health of the nation through research.
Institute on Allergy and Infectious Diseases, the
NIH Office of Science Education, Biological Sciences
Curriculum Study, and Videodiscovery, Inc.
For more about NIH, visit http://www.nih.gov.
About Biological Sciences Curriculum Study
Headquartered in Colorado Springs, Colorado,
Instructional Model and inquiry are hallmarks
BSCS was founded in 1958 as a curriculum study
of its materials, placing students at the center of
committed to an evidence- and inquiry-based
their learning.
approach to science education. BSCS instructional
materials and professional development services
The BSCS mission is to transform science
are based on current research about teaching and
teaching and learning through research
learning for all science classrooms, kindergarten
and development that strengthens learning
through college.
environments and inspires a global community
of scientifically literate citizens. BSCS is a 501(c)3
BSCS’s materials are extensively field-tested
nonprofit organization. For more information,
in diverse settings across the country and
please visit http://www.bscs.org.
evaluated for proven effectiveness. The BSCS 5E
vi
About the National Institute of Allergy
and Infectious Diseases
The National Institute of Allergy and Infectious
Following is a brief description of the major areas
Diseases (NIAID) traces its origins to a small
of investigation.
laboratory established in 1887 at the Marine
Hospital in Staten Island, New York. In the 1880s,
Acquired immunodeficiency syndrome
boatloads of immigrants were heading toward
(AIDS). NIAID is responsible for conducting and
America, some of them unknowingly bringing
supporting basic research on the pathogenesis of
with them cholera and other infectious diseases.
the human immunodeficiency virus (HIV), which
No one knew what caused these diseases, and
causes AIDS; developing new drug therapies;
physicians relied on clinical signs alone to determine
conducting clinical trials of promising experimental
whether someone might be carrying an infectious
drugs for HIV infection and related opportunistic
agent. Scientists used the laboratory for research
infections and cancers; carrying out epidemiologic
on these diseases, and it soon became an early
studies to assess the impact of HIV on the
part of the Public Health Service.
populations most severely affected by the
epidemic; and developing and testing HIV vaccines.
By 1948, the Rocky Mountain Laboratory and
the Biologics Control Laboratory, both dating to
Asthma and allergic diseases. Research on
1902, joined the Division of Infectious Diseases
asthma and allergies has revealed much about
and the Division of Tropical Diseases of the
their underlying mechanisms and contributed
National Institutes of Health to form the National
to the development of new ways to help affected
Microbiological Institute. Six years later, Congress
individuals. NIAID has established a network
gave the Institute its current name to reflect the
of asthma, allergic, and immunologic diseases
inclusion of allergy and immunology research.
research centers to transfer results rapidly from
Today, NIAID conducts and supports basic and
fundamental studies in immunology and clinical
applied research to better understand, treat, and
studies of allergy to clinical practice. The Institute
ultimately prevent infectious, immunologic, and
also supports the National Cooperative Inner-city
allergic diseases. For more than 50 years, NIAID
Asthma Study to define factors that influence
research has led to new therapies, vaccines,
the disease’s severity and to design and evaluate
diagnostic tests, and other technologies that
programs to reduce asthma episodes and deaths
have improved the health of millions of people
among African American and Hispanic children.
in the United States and around the world.
Emerging diseases. New diseases are arising
NIAID is composed of four extramural divisions:
worldwide and old diseases are re-emerging as
the Division of AIDS; the Division of Allergy,
infectious agents evolve or spread, and as changes
Immunology, and Transplantation; the Division
occur in ecology, socioeconomic conditions,
of Microbiology and Infectious Diseases; and the
and population patterns. NIAID conducts and
Division of Extramural Activities. In addition,
supports research on Lyme disease, hantavirus,
NIAID scientists conduct intramural research in
multidrug-resistant tuberculosis, and other
laboratories located in Bethesda, Rockville, and
emerging diseases to develop new or improved
Frederick, Maryland, and in Hamilton, Montana.
diagnostics, treatments, and vaccines.
vii
Enteric diseases. Worldwide, diarrheal diseases
Sexually transmitted diseases (STDs). About
such as cholera and rotavirus infection are
19 million Americans each year acquire infectious
major causes of illness and death in infants and
diseases other than AIDS through sexual contact,
children. In contrast, viral hepatitis in its various
and almost half of those are among young people
forms can cause severe disease in older children
15 to 24 years old. STDs such as gonorrhea,
and adults, although it produces few symptoms
syphilis, chlamydia, genital herpes, and human
among younger age groups. NIAID supports basic
papillomavirus can have devastating consequences,
research on how enteric agents cause illness as
particularly for young adults, pregnant women,
well as studies aimed at developing and testing
and newborn babies. NIAID-supported scientists
vaccines to prevent enteric infections.
in STD Cooperative Research Centers, NIAID
laboratories, and other research institutions are
Genetics and transplantation. NIAID supports
developing better diagnostic tests, improved
studies aimed at improving immunosuppressive
treatments, a